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Boston College Undergraduate Catalog 

1994-1995 




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Digitized by the Internet Archive 

in 2012 with funding from 

Boston Library Consortium Member Libraries 



http://archive.org/details/bostoncollegeund9495bost 



Boston College Bulletin SOLLEGc 

Undergraduate Catalog 
19 9 4-95 



Boston College 
Chestnut Hill 
Massachusetts 02167 
617-552-8000 



BOSTON COLLEGE BULLETIN 

Volume LXIV, Number 6, May, 1 994 

The Boston College Bulletin contains current information regarding the Uni- 
versity calendar, admissions, degree requirements, fees, regulations and 
course offerings. It is not intended to be and should not be relied upon as a 
statement of the University's contractual undertakings. 

Boston College reserves the right in its sole judgment to make changes 
of any nature in its program, calendar or academic schedule whenever it is 
deemed necessary or desirable, including changes in course content, the re- 
scheduling of classes with or without extending the academic term, cancel- 
ling of scheduled classes and other academic activities, and requiring or af- 
fording alternatives for scheduled classes or other academic activities, in any 
such case giving such notice thereof as is reasonably practicable under the 
circumstances. 

The Boston College Bulletin is published six times a year in April, May 
August, September; semimonthly in July. 

Boston College is committed to providing equal opportunity in educa- 
tion and in employment regardless of race, sex, marital or parental status, 
religion, age, national origin or physical/mental handicap. As an employer, 
Boston College is in compliance with the various laws and regulations re- 
quiring equal opportunity and affirmative action in employment, such as Title 
VII of the Civil Rights Act and Federal Executive Order #11246. Boston 
College's policy of equal educational opportunity is in compliance with the 
guidelines and requirements of Title VI of the Civil Rights Act, Title IX of 
the Higher Education Amendments Act of 1972, and Section 504 of the 
Rehabilitation Act of 1973. 

USPS— 389— 750 

Second-class postage paid at Boston, Massachusetts 02109. 

Postmaster: send PS Form 3579 to Boston College Registrar's 
Office, Lyons 101, Chestnut Hill, MA 02167. 



Front cover photograph by Geoff Why /Monica Dc Salvo; design by Boston 
College Office of Publications and Print Marketing, and Boston College 
Office of the University Registrar 



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O N 



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BOSTON COLLEGE 

The University 4 

Undergraduate Education 4 

Accreditation of the University 4 

Academic Resources 4 

Academic Development Center ..4 

Audiovisual Facilities 4 

Computing Support, Service 

and Facilities 5 

The Libraries 5 

The Campus 6 

Tuition and Fees 6 

Policy of Non-Discrimination 6 

Confidentiality of Student Records ..6 
National Student Loan 

Clearinghouse 7 

Enrollment Statistics and 

Graduation Rate 7 

iMassachusetts Medical Insurance 7 

Withdrawals and Refunds 7 

Admission Information 7 

Financial Aid 9 

Student Services 10 

Dining Services 10 

Residence Accommodations 1 1 

Academic Regulations 1 1 

Foreign Study Programs 13 

University of Amsterdam, 

Netherlands 13 

TU Dresden, Germanv 13 

Irish Studies at University 

College Cork 13 

Abbey Theatre Summer Program 

13 

Irish Film Summer School 13 

Sophia University, Tokyo: 

Japan/Boston College 

Exchange 13 

Universite Robert Schuman: 

Strasbourg/Boston College 

Exchange 13 

University of Paris-Sorbonne, 

France 13 

University of Glasgow, Scotland 

13 

University of Nijmegen 

(Holland) Student Exchange . 13 



Honors Program Junior Year 

Abroad: Manchester College; 

Mansfield College, University 

of Oxford, England 1 3 

Boston/Hangzhou Summer 

Internship Exchange 

Program 13 

Boston/Strasbourg Business 

Internship Exchange 1 3 

Summer Program in Belgium ... 14 
The Washington Semester 

Program 14 

Special Programs 14 

Cross Registration Program 14 

The PULSE Program 14 

The Program for the Study 

of Faith, Peace and Justice 14 

Reserve Officer Training 

Programs 14 

University Capstone Courses.... 15 

Course Numbers and Codes 15 

COLLEGE OF ARTS AND SCIENCES 

Academic Regulations 16 

Special Academic Programs 18 

The Honors Program 18 

Scholar of the College 18 

Departmental Honors 18 

Independent Major 18 

Bachelor of Arts-Master 

of Social Work Program 18 

Bachelor's-Master's Program 

in Arts and Sciences 19 

Minors in the School of 

Education for Students 

in Arts and Sciences 19 

Secondary Education 19 

General Education 19 

Programs in Computer 

Science 19 

Premedical/Predental Program 19 

Foreign Study 19 

Interdisciplinary Programs 19 

Minors 19 

American Studies 19 

Asian Studies 20 

Biblical Studies 20 

Black Studies 20 



Church History 20 

Cognitive Science 20 

Faith, Peace, and Justice 

Studies 20 

Film Studies 21 

German Studies 21 

International Studies 21 

Irish Studies 21 

Italian Studies 21 

Medieval Studies 22 

Middle Eastern Studies 22 

Modern Greek Studies 22 

Russian and East European 

Studies 22 

Women's Studies 22 

Other Interdisciplinary Programs... 22 
Center for East Europe, Russia 

and Asia (CEERA) 22 

Environmental Studies 22 

The Immersion Program 

in Foreign Languages 23 

Areas of Major Study 23 

Senior Awards and Honors 23 

Biochemistry 24 

Biology 24 

Chemistry 29 

Classical Studies 31 

Communication 33 

Computer Science 36 

Economics 38 

English 41 

Fine Arts 48 

Art History 48 

Studio Art 48 

Geology and Geophysics 53 

Germanic Studies 58 

History 59 

Honors Program 66 

Linguistics 66 

Mathematics 66 

Music 70 

Philosophy 74 

Physics 81 

Political Science 83 

Psychology 86 



Romance Languages and 

Literatures 92 

French 94 

Italian 96 

Spanish 97 

Slavic and Eastern Languages 100 

Sociology 105 

Theatre 1 10 

Theology 113 

University Courses 118 

SCHOOL OF EDUCATION 

The Preparation of Educators with 
Handicapping Conditions 120 

Academic Regulations 120 

Academic Honors 122 

Majors in Education 123 

Early Childhood Education .... 123 

Elementary Education 123 

Secondary Education 123 

Human Development 124 

Special Needs Education 124 

Intense Special Needs 124 

Fifth Year Programs 124 

Second Majors and Minors for 

Students in Education 124 

Interdisciplinary Majors 124 

Child in Society 124 

Mathematics/Computer 

Science 124 

Human Development Major ... 124 

American Heritages 125 

Perspectives on the Hispanic 

Experience 125 

General Science 125 

Minor in Human Development 

125 

Minor in Bilingual Education .125 
Minor in Organization Studies- 
Human Resource Management in 
the Carroll School of 
Management 125 

Minors in Education for 

Students in the College of Arts and 

Sciences 125 

Minor in Secondary Education 125 
Minor in General Education ... 125 



Minor in Health Science 125 

Minor in Human Development 
125 

Course Offerings 127 

THE WALLACE E. CARROLL SCHOOL 
OF MANAGEMENT 

Objectives 132 

Requirements for the Degree 132 

Academic Regulations 133 

Special Programs 134 

Management Honors Program 134 
Pre-Professional Studies 

for Law 134 

Loyola Lectures 135 

The Ethics Initiative 135 

Senior Awards and Honors 135 

Accounting 135 

Business Law 137 

Computer Science 137 

Economics 139 

Finance 140 

General Management 142 

Honors Program 142 

Marketing 143 

Operations and Strategic 
Management 144 

Organization Studies — Human 
Resources Management 147 

SCHOOL OF NURSING 

Requirements for the Degree 149 

Curriculum Plan 149 

Academic Honors 149 

General Information 150 

Academic Regulations 150 

Special Academic Program 150 

Other Regulations 150 

Faculty 151 

Course Offerings 152 



EVENING COLLEGE OF ARTS AND 

SCIENCES AND BUSINESS 
ADMINISTRATION 1 54 

SUMMER SESSION 154 

DIRECTORY AND OFFICE 

ADMINISTRATION 1 56 

CAMPUS MAPS 1 58 

ACADEMIC CALENDAR 1994-95 .... 1 59 



4 • Thf Lxixtrsity • Academic Resoi rces 



The University 



Having been granted its charter in 1863 by the Common- 
wealth of Massachusetts, Boston College is one of the 
oldest Jesuit- founded universities in the United States. 
During its first fifty years the college was located in the City of Bos- 
ton. Shortly before World War I, property was acquired in Chest- 
nut Hill and the college was relocated to this suburban community 
six miles west of Boston. 

During the more than fifty years since its relocation the growth 
of Boston College into today's University was particularly evident 
during the 1920s. The Summer Session, the Graduate School of Arts 
and Sciences, the Law School, and the Evening College were added 
in rapid succession to the original College of Arts and Sciences. In 
1927 the College of Liberal Arts at Lenox and the Schools of Phi- 
losophy and Theology at Weston were established as academic units 
of the University. The Graduate School of Social Work was estab- 
lished in 1936, and the College of Business Administration in 1938. 
The latter, and its Graduate School, which was established in 1957, 
is now known as the Wallace E. Carroll School of Management. The 
Schools of Nursing and Education were founded, respectively, in 
1947 and 1952. 



UNDERGRADUATE EDUCATION 

In our idealistic moments we call a college a com- 
munity of scholars. The phrase implies that not 
only do collegians meld themselves into a social 
and academic whole, but that faculty members 
and administrators join students in forming an 
integral and discernible community. Boston Col- 
lege is such a community. The members develop, 
in conjunction with persons who have similar high 
hopes for humanity, those distinctive values that 
the Christian tradition can generate when it is in 
contact with the real problems of contemporary 
experiences. 

ACCREDITATION OF THE UNIVERSITY 

Boston College is a member of, or accredited by, 
the following educational institutions: The 
American Association of Colleges of Nursing, the 
American Association of Colleges for Teacher 
Education, the American Assembly of Collegiate 
Schools of Business, the American Association of 
University Women, the American Bar Associa- 
tion, the American Psychological Association, the 
American Chemical Society, the American Coun- 
cil on Education, the Association of American 
Colleges, the Association of American Law 
Schools, the Association for Continuing I Uglier 



Education, the Association of Urban Universities, 
the Board of Regents of the University of New 
York, the College Entrance Examination Board, 
the Council of Graduate Schools, the Council on 
Social Work Education, the Association of Jesuit 
Colleges and Universities, the Institute of Euro- 
pean Studies and Institute of Asian Studies, the 
International Association of Universities, the In- 
ternational Association of Catholic Universities, 
the Interstate Certification Compact, the Na- 
tional Catholic Education Association, the Na- 
tional League for Nursing, the New England 
Association of Schools and Colleges, the National 
Council for Accreditation of Teacher Education, 
Phi Beta Kappa, Alpha Sigma Nu, and other simi- 
lar organizations. 

ACADEMIC RESOURCES 

Academic Development Center 

The Academic Development Center (ADC) is 
designed to support and to enhance all aspects of 
academic excellence in this community of schol- 
ars by helping undergraduates, graduate students, 
and faculty improve learning quality and teach- 
ing effectiveness. The ADC, which opened its 



doors in September 1991, is located on the sec- 
ond floor of O'Neill Library, in the Eileen M. and 
John M. Connors Learning Center. 

The Academic Development Center is a com- 
prehensive, inclusive resource serving all Boston 
College students at no charge. To address the 
needs of the great majority of BC students, the 
Center provides tutoring for more than 60 
courses — in mathematics, physical and life sci- 
ences, management, social work, nursing, social 
sciences, history, philosophy, and in classical and 
foreign languages. The ADC also offers occa- 
sional workshops in study skills and learning strat- 
egies. In addition, graduate tutors in English help 
students strengthen their academic writing skills. 
These services are available throughout the regu- 
lar academic year, and during summer school. All 
ADC tutors have been recommended by their 
relevant academic departments; most are gradu- 
ate students or outstanding upper-division stu- 
dents. 

The ADC offers programs designed to chal- 
lenge the most academically talented, highest 
achieving students, as well as programs designed 
to support those who are least prepared and most 
academically challenged. One member of ADC's 
full-time professional staff provides academic sup- 
port services for students with learning disabili- 
ties, helping to ensure their success at Boston 
College. 

The Center also sponsors seminars, work- 
shops, and discussions for faculty and graduate 
teaching fellows on strategies for improving 
teaching effectiveness and student learning. 
Through these and other related activities, the 
Academic Development Center plays an increas- 
ingly important role in enhancing the quality of 
academic life at Boston College. Call 617-552- 
8055 for further information. 

Audiovisual Facilities 

University Audiovisual Services provides the aca- 
demic program with a broad range of instructional 
media and materials support services. These in- 
clude access to over thirty types of classroom AW 
TV equipment. Also available are audio produc- 
tion services, film and video rentals, television 
recording and editing, graphics production and 
photographic production. Several courses are 
taught in AV's television studio. Students make 
major use of modern post-production editing 
equipment for their TV projects. 

The Language Laboratory, serving all the lan- 
guage departments and English for Foreign Stu- 
dents, is located in Lyons 313. In addition to its 
70 state-of-the-art listening/recording stations 
and dual-teacher console, the facility includes 
video and film viewing rooms and three audio- 
interfaced microcomputers. The Lab's audio and 
videotape collection, computer software and other 
audio-visual learning aids directly support and/or 
supplement the curriculum requirements in for- 
eign language, literature and music. The Lan- 
guage Laboratory Director and student lab assis- 
tants are available during the day and evening to 
assist students (undergraduate and graduate) and 



The University • The Libraries • 5 



faculty in the operation of equipment and selec- 
tion of appropriate materials for their course re- 
lated or personal language needs. 

Computing Support, Services and 
Facilities 

The O'Neill Computing Facility (OCF) is the 
largest public computing facility on campus. It is 
open to anyone with a currently valid Boston 
College identification card. The OCF has more 
than 150 workstations available, providing access 
to a wide variety of hardware, software and pe- 
ripherals. 

The OCF has software for most academic 
courses, as well as the word processing, spread- 
sheet, statistical analysis, programming languages, 
graphics production and database management 
software supported at Boston College for each 
type of computer. Many professors allow elec- 
tronic filing of class assignments or provide elec- 
tronic information for students in folders that are 
accessible on a central file server. Paper output is 
available from laser printers. 

Workstations can access EagleNet, Boston 
College's campus-wide information network that 
links the IBM mainframe, VAX cluster, UNIX 
workstations and more than 2,000 desktop com- 
puters on campus. EagleNet provides access to an 
ever-increasing variety of services, including: 
course registration, grades, academic and finan- 
cial aid information, electronic mail (e-mail), 
QUEST (Boston College's electronic Library 
catalog), indexes to periodicals, and electronic 
services of other affiliated libraries. 

The Boston College InfoEagle is a rapidly ex- 
panding electronic source of campus information, 
with on-line listings of campus events, phone 
numbers, want ads, research discussions and other 
information. The EagleNet is connected to the 
Internet, a world-wide computer network offer- 
ing users a wide variety of interesting resources 
and research tools. Electronic mail accounts are 
available for students with authorization from 
their academic departments. 

The OCF is staffed with professionals and stu- 
dents who provide assistance with all aspects of 
computing. Training tutorials and software docu- 
mentation are available for use within the facil- 
ity. 

More specialized assistance is provided 
by the Help Center in Gasson Hall. It is 
open Monday through Friday from 9:00 a.m. 
to 5:00 p.m. on a walk-in, phone-in or 
electronic mail (e-mail) basis. The Help Center 
phone number is 552-HELP, or e-mail to: 
Help_Center@bcvms.bc.edu. 

The OCF and the Help Center are part of 
Boston College's Information Processing Support 
department, which is also staffed by consultants 
providing advanced computing and networking 
support. 

The Libraries 

The Boston College Libraries offer a wealth of 
resources and services to support the teaching and 
research activities of the University. The book 



collections exceed 1.3 million and approximately 
15,000 serial titles are currently received. 

Membership in two academic consortia, the 
Boston Library Consortium and the Boston 
Theological Institute, adds still greater dimen- 
sions to the resources of the Boston College Li- 
braries, providing Boston College faculty and 
graduate students who have special research needs 
access to the millions of volumes and other ser- 
vices of the member institutions. 

Through membership in New England Li- 
brary Information Network (NELINET), there 
is on-line access to publishing, cataloging and 
interlibrary loan location from the OCLC, Inc. 
data base, which contains over twenty-eight mil- 
lion records from the Library of Congress and 
from more than 17,000 contributing institutions 
worldwide. 

Boston College was among the first schools in 
the country to offer an on-line public computer 
catalog of its collections. The Libraries' Quest 
computer system provides instant access to infor- 
mation on library holdings, as well as supporting 
book circulation and acquisitions procedures. Stu- 
dents may browse the catalog using video display 
terminals in all the libraries, and faculty may ac- 
cess the catalog from their houses or offices. In 
addition, the libraries offer computer searching 
of hundreds of commercial data bases in the hu- 
manities, sciences, business, and social sciences 
through an in-house CD-ROM network, through 
access to outside databases, and through the Quest 
library system. 

Information on use of the libraries is con- 
tained in the Guide to the Boston College Libraries 
and other brochures available in the libraries. 

The Thomas P. O'Neill, Jr. Library, the 
central library of Boston College, opened its doors 
to the public in September 1984. This facility 
contains the research collection in the humani- 
ties, social sciences, education, business, nursing, 
and the sciences. There are over one million book 
volumes, 9,500 active serials, 1,487,000 micro- 
forms and 140,000 government documents, as 
well as a growing audio-visual collection. The 
O'Neill Library is a leader in the utilization of 
technology in library services. The Libraiy's Elec- 
tronic Information Center offers state-of-the-art 
computer systems to assist students and faculty in 
locating library materials both locally and nation- 
ally. 

The Resource Center, located in the base- 
ment of the Newton Chapel, provides study space 
for the residents of the Newton Campus as well 
as four Macintosh workstations that may be re- 
served for use by students, undergraduates hav- 
ing first priority. 

The School of Social Work Library, Mc- 
Guinn Hall, contains a collection of over 33,000 
volumes, 350 serials, government documents, 
social work theses, doctoral dissertations, and vid- 
eotapes. The collection covers the history and 
philosophy of social work, its methodology, and 
all aspects of social welfare services. The Library's 
collections and services support master's and doc- 
toral programs offered at the Chestnut Hill cam- 



pus, and master's programs offered at four off- 
campus sites throughout Massachusetts and 
Maine. 

The Law School Library, located on the 
Newton Campus, is a well-rounded collection of 
legal and related materials in excess of 200,000 
volumes. The open stack collection includes pri- 
mary source materials consisting of reports of de- 
cisions and statutory materials with a broad-based 
collection of secondary research tools in the form 
of textbooks and treatises, legal and related peri- 
odicals, legal encyclopedias and reference works. 
Anglo-American in character, the collection also 
contains growing numbers of international and 
comparative law works. The Library is also a sub- 
scriber to LEXIS and to WESTLAW and has an 
in-house network of CD-ROM databases. 

The Bapst Library, a beautiful collegiate 
Gothic building that served as the main library for 
over 50 years, has been restored to its original 
splendor and now houses the Libraries' collec- 
tions in art as well as a circulating collection of 
novels, poetry, drama, biography, short stories, 
essays and nonfiction. Approximately five hun- 
dred seats are available as study space including a 
Graduate Study Area. 

The Thomas P. O'Neill, Jr. Office is located 
on the fourth level of Bapst Library. The office 
houses furnishings and memorabilia from former 
Speaker of the House O'Neill's Capitol Office in 
Washington, D.C. Visitors are welcome from 
10:00 a.m. to 4:00 p.m. weekdays, or by special 
arrangement. 

The John J. Burns Library of Rare Books 
and Special Collections, located in the Bapst Li- 
brary, north entrance, contains the University's 
special collections, including the University's 
Archives. The distinguished and varied collections 
of the Honorable John J. Burns Library speak elo- 
quently of the University's commitment to the 
preservation and dissemination of human knowl- 
edge. The Burns Library is the home of nearly 
one hundred thousand volumes, more than three 
million manuscripts, and important collections of 
architectural records, maps, art works, photo- 
graphs, films, artifacts, and ephemera. These 
materials are housed in the climate-controlled 
secure environment of Burns Library either be- 
cause of their rarity or because of their importance 
as part of a special collection. While treated with 
special care, these resources are available for use 
at Burns to all qualified students, faculty, and re- 
searchers. Indeed, their use is strongly encour- 
aged, and visitors to Burns are always welcome, 
either simply to browse or to make use of the 
collections. 

Though its collections cover virtually the en- 
tire spectrum of human knowledge, the Burns 
Library has achieved international recognition in 
several specific areas of research, most notably in 
Irish Studies, British Catholic authors, Jesui tana, 
fine print, Catholic liturgy and life in America, 
1925-75, Boston history, Caribbeana, and Con- 
gressional archives. It has also won acclaim for 
significant holdings on nursing, detective fiction, 
Thomas Merton, Japanese prints, Colonial and 
early Republic Protestantism, and banking. 



The University • Tutrix and Fees 



UNDERGRADUATE TUITION AND FEES FOR 1994-95 ACADEMIC YEAR 



UNDERGRADUATE TUITION 

• First semester tuition and fees are due by August 1 5, 1 994. 

• Tuition first semester— $8, 320.00 

• Second semester tuition and fees are due by December 15, 1994. 

• Tuition second semester — $8, 320.00 

Restrictions will be placed on any account that is not resolved by the due dates above. These restrictions 
include denied access to Housing and the Athletic Complex, use of the Meal Plan, and the ability to drop and 
add courses and to cash checks at the Cashier's Office. In severe cases, students will be withdrawn from the 
University. In addition, a $ 1 00.00 late payment fee will be assessed on any account that is not resolved by 
the due dates listed above. There will be absolutely no registration or confirmation of registration allowed 
after November 4, 1 994, for first semester and April 7, 1 995, for second semester. 

Scholarship holders are not exempt from payment of registration, acceptance fees, insurance and 
miscellaneous fees at the time prescribed. 

UNDERGRADUATE GENERAL FEES 

• Application Fee (not refundable) $45.00 

• Acceptance Fee 200.00 

This fee will be applied towards students' tuition in the second semester of their senior year. Students forfeit 
this fee if they withdraw prior to completing their first semester. Students who withdraw after completing their 
first semester are entitled to a refund of this fee (provided they do not have an outstanding student account) 
if they formally withdraw prior to July 1 for fall semester, or December 1 for spring semester. 

• Health Fee 248.00 

• Identification Card 15.00 

• Late Payment Fee 100.00 

• Recreation Fee — payable annually 144.00 

UNDERGRADUATE SPECIAL FEES* 

• Certificates, Transcripts 2.00 

• Extra Course — per semester hour credit 555.00 

• Laboratory Fee — per semester 40.00-205.00 

• Mass. Medical Insurance 455.00 per year 

($190.00 first semester, $265.00 second semester) 

• Nursing Laboratory Fee 150.00 

• NCLEX Assessment Test 35.00 

• Exemption Examination 30.00-60.00 

• Readmission Fee 40.00 

• Special Students — per semester hour credit 555.00 

• Student Activity Fee 58.00 per year 

($29.00 per semester) 

RESIDENT STUDENT EXPENSES 

• Board — per semester 1,565.00 

• Room Fee (includes Mail Service) per semester (varies depending on room) $1,915.00-2,580.00 

• Room Guarantee Fee** 200.00 

Students accepted as residents are required to pay a $200 room guarantee fee. This fee is applied towards 
the student's first semester housing charges. Seniors do not have this fee applied to their first semester's housing 
charges; it is refunded after the second semester once any room damage charges have been assessed and 
deducted. 

• All fees are proposed and subject to change. 

' "Incoming students who withdraw from housing by June 1 will have 1 00% of their deposit refunded. 
Incoming students who withdraw from housing between June 1 and July 1 5 will have 50% of their 
deposit refunded. Upperclassmen who withdraw from housing prior to July 1 will have 1 00% of their 
deposit refunded. No refunds will be made to incoming students who withdraw after July 15 or to 
upperclassmen who withdraw after July 1 . Refunds will be determined by the date the written notification of 
withdrawal is received by the Office of University Housing. 

The Trustees of Boston College reserve the right to change the tuition rates and to make additional charges 
within the University whenever such action is deemed necessary. 



The Geophysics Library, located at Weston 
Observatory, contains a specialized collection of 
over 8,000 monographs and journals on earth 
sciences, particularly seismology. 

The Educational Resource Center, located 
in Campion Hall, serves the School of Education's 
faculty and students. The collection includes 
children's books, curriculum and instructional 
materials, educational and psychological tests, and 
educationally oriented information technology. 

THE CAMPUS 

Located on the border between the city of Bos- 
ton and the suburb of Newton, Boston College 
derives benefits from its proximity to a large 
metropolitan city and its setting in a residential 
suburb. Often cited as a model of university plan- 
ning, the campus is spread over more than 200 
acres of tree-covered Chestnut Hill. Yet it is just 
a few miles from culturally and socially rich Bos- 
ton. 

The Chestnut Hill campus is tri-level. Dor- 
mitories are on the upper campus; classroom, 
laboratory, administrative and student service fa- 
cilities are on the middle campus; and the lower 
campus includes the Robsham Theater, the Conte 
Forum, modular and apartment residences, and 
recreational and parking facilities. 

The Newton campus is situated one and one- 
half miles from the Chestnut Hill campus. The 
Law School is located on this easily accessible 40- 
acre tract, which also contains undergraduate 
classrooms, dormitories, athletic areas and student 
service facilities. 

POLICY OF NON-DISCRIMINATION 

Boston College is an academic community whose 
doors are open to all students without regard to 
race, religion, age, sex, marital or parental status, 
national origin, veteran status, or disability. The 
Director of Affirmative Action has been desig- 
nated to coordinate the College's efforts to com- 
ply with and carry out its responsibilities to pre- 
vent discrimination in accordance with state and 
federal laws. Any applicant for admission or em- 
ployment, as well as any student, member of the 
faculty and all employees are welcome to raise 
questions regarding violation of this policy with 
Barbara Marshall, Office of Affirmative Action, 
More Hall 315, x2947. In addition, any person 
who believes that an act of discrimination based 
upon sex has occurred at Boston College, may 
raise those issues with the Assistant Secretary for 
Civil Rights of the United States Department of 
Education. 

Boston College has designated the Director 
of Affirmative Action as the person responsible for 
coordinating its efforts to comply with Section 
504 of the Rehabilitation Act of 1973 (prohibit- 
ing discrimination against individuals with dis- 
abilities in employment) and Title IX of the Edu- 
cation Amendments of 1972 prohibiting discrimi- 
nation on the basis of sex. 

CONFIDENTIALITY OF STUDENT 
RECORDS 

As a matter of necessity, Boston College continu- 
ously records a large number of specific items 
relating to its students. This information is nee- 



The University • Admission Information • 7 



essary to support its educational programs as well 
as to administer housing, athletics and extracur- 
ricular programs. The University also maintains 
certain records such as employment, financial and 
accounting information for its own use and to 
comply with state and federal regulations. Boston 
College has committed itself to protect the pri- 
vacy rights of its students and to maintain the 
confidentiality of its records. In addition, the 
College endorses and complies with the Family 
Educational Rights and Privacy Act of 1974 (the 
Buckley Amendment), a federal statute that re- 
quires that students be permitted to review 
records in their files and offers them the possibil- 
ity of correcting errors that they may discover. 
Students or others seeking complete information 
regarding their specific rights and the responsi- 
bilities of the University will find copies of the 
Family Educational Rights and Privacy Act of 
1974 and the rules and regulations for compliance 
with the Act on file in the University Library or 
in the Office of University Policies and Proce- 
dures in More Hall. 

Certain personally identifiable information 
from a student's education record, designated by 
Boston College as directory information, may be 
released without the student's prior consent. This 
information includes name, term and home ad- 
dress, telephone number, date and place of birth, 
photograph, major field of study, participation in 
officially recognized activities and sports, weight 
and height of members of athletic teams, dates of 
attendance, degrees and awards received, the most 
recent previous educational agency or institution 
attended, and other similar information. Unless 
advised to the contrary, the College will release 
student telephone numbers and verify' only all 
other directory information. A student who so 
wishes has the absolute right to prevent release of 
this information. In order to do so, the student 
must complete a form requesting nondisclosure 
of directory information, which is available in the 
Registrar's Office. All non-directory information 
is considered confidential and will not be released 
to outside inquiries without the express written 
consent of the student. 

NATIONAL STUDENT LOAN 
CLEARINGHOUSE 

Boston College is pleased to announce a new part- 
nership with the National Student Loan Clear- 
inghouse. Beginning with the 1994-95 academic 
year, the National Student Loan Clearinghouse 
will be responsible for the processing of Student 
Loan Deferment forms for the following loans: 
Subsidized and L^nsubsidized Stafford, SLS, and 
PLUS. 

Since the National Student Loan Clearing- 
house is Boston College's legally designated 
agent, Boston College is precluded from complet- 
ing any deferment forms for the above mentioned 
loans. 

ENROLLMENT STATISTICS AND 
GRADUATION RATE 

During the fall of 1993 Boston College 
enrolled 8,807 Undergraduate Day students, 
1,336 Evening College students and 4,297 Gradu- 
ate students. Of the Undergraduate Day students 



who enrolled at Boston College in the fall of 1987, 
87% completed their Bachelor's Degree by the 
summer of 1993. 

MASSACHUSETTS MEDICAL INSURANCE 

Massachusetts State Law has mandated that all 
students taking at least 75 percent of full-time 
credit hours must be covered by medical insur- 
ance providing a specified minimum coverage. 
Boston College will offer all students the option 
of participating in the plan offered at the Univer- 
sity or submitting a waiver form. The waiver must 
include specific insurance information on the 
comparable insurance plan covering the student. 
Waivers are mailed to all students and are avail- 
able upon request at the Student Account Office. 
The waiver must be returned by July 1, 1994, for 
the fall semester and by November 15, 1994, for 
the spring semester. Students who do not submit 
a waiver by the due dates above will automatically 
be enrolled and billed for the required Massachu- 
setts Medical Insurance (see Special Fees, p. 6). 

CHECK CASHING 

Students who present a valid Boston College ID 
may cash checks ($50 limit) at the Cashier's Of- 
fice, More Hall, Monday-Friday, 9:00 a.m. to 
4:00 p.m. There is a 50c service charge. Returned 
checks will be fined in the following manner: 
First three checks returned — Si 5.00 per check 
All subsequent checks — $25.00 per check 
Any check in excess of $2000.00— $50.00 per 
check 

Check cashing privileges are revoked after the 
third returned check. 

ACCELERATION 

Full-time undergraduate students authorized by 
the Dean's Office to take accelerated programs 
leading to an early graduation will be billed by 
Student Accounts for extra courses taken during 
a regular semester at the rate of $555.00 per credit 
taken. This will be in addition to the flat rate tu- 
ition charge covering a normal load (four courses 
per semester as a senior; five courses per semes- 
ter prior to senior year). No additional fee will be 
assessed for extra courses taken for enrichment 
purposes only. However, when a student who has 
taken extra courses for enrichment later wishes to 
use those courses for acceleration, a fee will be as- 
sessed based on the tuition rate that was in effect 
when the courses were taken. Whenever a student 
has been given approval to take Boston College 
summer courses for acceleration, he or she will 
pay the regular Summer Session tuition for those 
courses. 

WITHDRAWALS AND REFUNDS 

Fees are not refundable. 

Undergraduate tuition is canceled subject to the 

following conditions: 

• Notice of withdrawal must be made in writing 
to University Registrar, Boston College, Lyons 
101, Chestnut Hill, Massachusetts 02167 

• The date of receipt of written notice of with- 
drawal by the University Registrar determines the 
amount of tuition canceled. 

• The cancellation schedule shown below will 
apply to students withdrawing voluntarily, as well 



as to students who are dismissed from the Uni- 
versity for academic or disciplinary reasons. 
Undergraduate students withdrawing by the fol- 
lowing dates will receive the tuition refund indi- 
cated below. 

First Semester 

by Sept. 2, 1994: 100% of tuition charged is can- 
celed 

by Sept. 16, 1994: 80% of tuition charged is can- 
celed 

by Sept. 23, 1994: 60% of tuition charged is can- 
celed 

by Sept. 30, 1994: 40% of tuition charged is can- 
celed 

by Oct. 7, 1994: 20% of tuition charged is can- 
celed 

Second Semester 

byjan. 13, 1995: 100% of tuition charged is can- 
celed 

by Jan. 27, 1995: 80% of tuition charged is can- 
celed 

by Feb. 3, 1995: 60% of tuition charged is can- 
celed 

by Feb. 10, 1995: 40% of tuition charged is can- 
celed 

by Feb. 17, 1995: 20% of tuition charged is can- 
celed. 

No cancellations are made after the 5th week of 
classes. 

If a student does not wish to leave any result- 
ing credit balance on his or her account for sub- 
sequent use, he or she should request, in writing 
or in person, that the Student Account Office is- 
sue a refund. 

Federal regulations establish procedural 
guidelines applicable to the treatment of refunds 
whenever the student has been the recipient of 
financial assistance through any program autho- 
rized under Title IV of the Higher Education Act 
of 1965. These guidelines pertain to the Federal 
Perkins (formerly National Direct Student) Loan, 
the Federal Pell Grant, the Federal Supplemen- 
tal Educational Opportunity Grant, the Federal 
College Work-Study, and the Federal Stafford 
Loan programs. In such cases, the regulations 
require that a portion of any refund be returned 
to the Title IV Program. Further, if a student 
withdraws, the institution must determine if any 
cash disbursements of Title IV funds, made di- 
rectly to the student by the institution for 
noninstructional purposes, is an overpayment that 
must be repaid to the Title IV program. Univer- 
sity policy developed to comply with the regula- 
tions at Boston College will be available upon 
request from the Financial Aid Office. 

ADMISSION INFORMATION 

Boston College is an academic community whose 
doors are open to men and women regardless of 
race, color, national origin, sex, religion, age, or 
handicap. 

Boston College seeks to maintain an under- 
graduate student body which represents a broad 
variety of abilities, backgrounds, and interests. In 
selecting students, therefore, the Committee on 
Admission looks for demonstrated evidence of 
academic ability, intellectual curiosity, strength of 
character, motivation, energy, and promise for 
personal growth and development. Requests for 



8 • The Unrtrsity • Admissiox-ix-Traxsfer 



financial aid do not affect decisions on admission. 
Application forms and information bulletins may 
be obtained from the Undergraduate Admission 
Office, Boston College, 140 Commonwealth Av- 
enue, Devlin Hall Room 208, Chestnut Hill, 
.Massachusetts 02 167-3809. 

Admission from Secondary School 

While specific courses are not required, the Un- 
dergraduate Admission Office recommends that 
students pursue a strong college preparatory pro- 
gram which includes four units of English, math- 
ematics, and foreign language, as well as three 
units of a lab science. Such a program provides a 
solid foundation for high quality college work. 

Applicants to the School of Nursing are re- 
quired to complete at least two years of a lab sci- 
ence, including a unit of chemistry. Also, students 
applying to The Wallace E. Carroll School of 
.Management are strongly encouraged to com- 
plete four years of mathematics. 

Entrance Examinations 

The following tests of the College Entrance Ex- 
amination Board (CEEB) must be completed by 
each applicant no later than January of the senior 
year: 

• Scholastic Assessment Test (SAT I) 

• Three SAT II Subject Tests in 

(1) Writing; 

(2) Mathematics Level I or II; and, 

(3) third test of the applicant's choice 

The SAT I and II may be taken in either the jun- 
ior or the senior year. The Committee on Admis- 
sion will select the best combination of test scores 
when evaluating an application. The American 
College Test (ACT) is acceptable in place of the 
SAT I and II. 

Application Procedures 

Regular Freshmen Admission 

Students applying to Boston College should sub- 
mit the Preliminary Application (available in the 
Admission Viewbook or Bulletin) by January 1 
and the Secondary Application by January 15. 
When the student's completed Preliminary Ap- 
plication is submitted with the $45 application fee, 
the Admission Office will mail the Secondary 
Application to the student. Candidates are noti- 
fied of action taken on their applications between 
April 1 and April 15. 

Early Action 

Superior students who are seriously consider- 
ing Boston College may want to apply through 
the Early Action Program. This would necessi- 
tate submitting the Preliminary Application by 
November 1 and the Secondary Application by 
November 15. Candidates will learn of the Ad- 
mission Committee decision before December 
25; but they will have the same deadline (May 1) 
as the other candidates to reserve their places. 

ADMISSION-IN-TRANSFER 

Applications for admission-in-transfer are ac- 
cepted for both hill and spring semesters. Trans- 
fer admission is open to students who have suc- 
cessfully completed three or more courses at a 
regionally accredited college or university. Trans- 
fer students must normally have a 2.5 cumulative 
grade point average to be considered for admis- 
sion. Students are encouraged to finish one full 



year of studies before seeking admission-in-trans- 
fer. 

Transfer applicants must follow the applica- 
tion procedures for regular admission to the fresh- 
men class. In addition, transfer applicants must 
submit complete, official transcripts of courses 
taken in all semesters at other colleges or univer- 
sities. 

TRANSFER OF CREDIT 

Transfer credit is evaluated on the basis of num- 
ber of courses successfully completed rather than 
the credit hours earned. Thirty-eight courses are 
required for graduation of which a maximum of 
20 may be transfer courses. The following are 
principal conditions affecting the transfer of credit 
to Boston College. 

• The course must be taken at a regionally accred- 
ited college or university 

• The course must be similar in content and depth 
to a course taught at Boston College 

• A grade of at least C- must be earned in the 
course 

RESIDENCY REQUIREMENTS 

There is a four semester residency requirement; 
students must spend four semesters as full-time 
students and complete a minimum of 18 one-se- 
mester courses to be eligible for the degree. 

DATE OF GRADUATION 

A transfer student's date of graduation from Bos- 
ton College is determined by the number of 
courses accepted in transfer and the number of 
Boston College semesters these courses satisfy. 
No transfer student may accelerate the date of 
graduation as stated in the acceptance letter, with 
the following exception: if transfer applicants have 
attended a school with an academic program dif- 
ferent from Boston College and the loss of status 
is due solely to the differences between academic 
systems, students will be allowed to make up their 
status and graduate with their class. 

Please consult the Transfer brochure for ad- 
ditional information about admission-in-transfer. 

Special Students 

Only those persons who wish to be enrolled as 
full-time day students and candidates for the bac- 
calaureate program for registered nurses are ad- 
mitted by the Office of Undergraduate Admis- 
sion. Students in the baccalaureate program for 
registered nurses are encouraged to enroll full- 
time, but part-time study for individual semesters 
may be arranged by permission of the Dean of the 
School of Nursing. All other students wishing 
to attend Boston College on a part-time basis, for 
either day or evening classes, should contact Dean 
of the Evening College, McGuinn 100, Boston 
College, Chestnut Hill, MA 02 167. 

Advanced Placement 

Boston College participates in the Advanced 
Placement Program of the College Entrance Ex- 
amination Board. Applicants interested in ad- 
vanced placement should make arrangements to 
take the Advanced Placement Tests given by the 
C.E.E.B. in May of each year. The tests may be 
taken in the junior as well as the senior year of 
high school. Advanced placement is awarded in 



specific areas and credit is awarded as noted be- 
low. 

NB: Unless a student earns 18 advanced place- 
ment credits, advanced placement credit does not 
substitute for any of the 38 courses required for 
graduation. 

English: Students receiving a 3 on the A.P. exam 
in English are required to take one semester of 
either the literature or writing Core requirements. 
Students receiving a 4 or 5 on the test are consid- 
ered to have fulfilled the Core requirements in 
both literature and writing. 

History: The A.P. exam in American History 
does not fulfill the history Core requirement of 
two European history courses but it does fulfill the 
American Civilization requirement for the major. 
Students receiving a score of 4 or 5 on the A.P. 
exam in European History are considered to have 
fulfilled the Core requirement in history. 

Natural Science: Students receiving a 4 or 5 on 
the A.P. exam in Biology, Chemistry or Physics 
are considered to have fulfilled the Core require- 
ment in natural science. 

Social Science: Students receiving a 4 or a 5 on 
the A.P. test in either Government, Politics or 
Economics are considered to have fulfilled half 
the social science requirement. Students who have 
received a 4 or 5 on two of the preceding exams 
are considered to have fulfilled the Core require- 
ment in social science. 

Mathematics: Students receiving a score of 4 or 
more on the AB Calculus exam, or a 3 or more 
on the BC Calculus exam, are considered to have 
fulfilled the Core requirement in mathematics. 

Arts: Students receiving a score of 3 or more on 
the Art History or the Studio Art exam are con- 
sidered to have fulfilled the Core requirement in 
arts. 

A&S and CSOM Foreign Language Profi- 
ciency Requirement: Students receiving a score 
of 3 or better on the A.P. foreign language exam 
or a score of 500 or better on the SAT II foreign 
language exam have fulfilled the language profi- 
ciency requirement. 

Advanced placement can also be earned for 
college courses completed at an accredited insti- 
tution prior to enrollment at Boston College in 
which the student has earned a grade of C or bet- 
ter. Official college transcripts of these courses 
should be forwarded to the Undergraduate Ad- 
mission Office by August 1. 

Should a student earn 18 or more credits — 
whether through superior performance on a mini- 
mum of three A.P. tests or through acceptance of 
at least six three-credit courses or any combina- 
tion of these two methods — he or she will be eli- 
gible for advanced standing and the courses may 
be used for degree credit. All students must com- 
plete a minimum of 9 Core courses at Boston 
College and 38 courses will still be required for 
graduation unless exempted by a Dean. 



The University • Financial Aid 



Early Admission 

Under the Early Admission Program, exceptional 
high school juniors are sometimes admitted to 
Boston College one year early. Early Admission 
candidates must obtain from their high school a 
letter stating that either they have completed all 
their requirements for graduation or that they will 
receive their diploma after the freshman year at 
Boston College, and they must arrange for a per- 
sonal interview at Boston College. Decisions on 
Early Admission applications are made after the 
receipt ot the final grades in the junior year. 

AHANA* Student Information 

*AHANA is an acronym for African-American, 
Hispanic, Asian and Native American students. 
Fostering diversity is an important part of the 
University's educational mission. Boston College 
welcomes and encourages application from stu- 
dents of all backgrounds and cultures. 

International Student Admission 

International Students are expected to submit the 
same credentials (transcripts, recommendations, 
SATs, Achievements, etc.) as American appli- 
cants. Any international student whose native lan- 
guage is not English is required to take the Test 
of English as a Foreign Language (TOEFL) 
exam. All documents should be submitted in En- 
glish. If the credentials must be translated, the 
original must be submitted along with the trans- 
lation. 

FINANCIAL AID 

Boston College offers a variety of assistance pro- 
grams to help students finance their education. A 
student wishing financial assistance must com- 
plete and file the following documents: 

• The Boston College Financial Aid Application/ 
Validation Form 

• The Financial Aid Form (FAF) 

• The Free Application for Federal Student Aid 
(FAFSA) 

• A signed copy of student's and parents' most 
recent Federal Tax Return 

These forms generally become available in the 
Financial Aid Office (Lyons Hall) each Decem- 
ber for the following academic year. Students 
wishing to be considered for assistance from fed- 
eral, state or institutional sources must complete 
all required forms. 

Most forms of assistance at Boston College, 
whether institutional, federal or state, are awarded 
on the basis of financial need (possibly combined 
with academic performance or some other special 
skill). Need is defined as the difference between 
the total expenses of attending Boston College 
and the calculated ability of the family to contrib- 
ute towards those expenses. Students with the 
greatest financial need are given preference for 
most financial aid programs, and, thus, tend to 
receive larger financial aid awards. 

The University's estimate of a student's 
financial need is based on an analysis of the infor- 
mation supplied on the Financial Aid Form, the 
Free Application for Federal Student Aid, the 
Boston College Financial Aid Application/Vali- 
dation Form and the tax returns. A financial aid 
award or package will combine funds from vari- 
ous sources of assistance. These sources can in- 
clude either institutional, federal or state funds 



and can be in the form of grant, loan or work. All 
students applying for financial aid are expected to 
make application to their own state scholarship 
program (residents of Massachusetts, New 
Hampshire, Connecticut, Rhode Island, Ver- 
mont, Pennsylvania, Maine, and Maryland) as 
well as to the Federal Pell grant program. Stu- 
dents are expected to comply with all regulations 
governing the program(s) from which they receive 
assistance. 

Several assumptions are made in determining 
a student's financial aid award. A primary assump- 
tion is that the student and the family have the first 
responsibility to pay college expenses. All students 
are expected to borrow a Federal Stafford Loan 
(formerly Guaranteed Student Loan) each year. 
Students are also expected to work on a limited 
basis ( 1 0-20 hours per week) during the academic 
year. 

Financial resources are limited. It is Boston 
College's intent to use these limited resources in 
such a way that the greatest number of students 
will benefit. Total financial assistance received by 
a student cannot exceed total need. In the event 
that a student receives other, "outside" assistance 
after Boston College has awarded aid, the student 
is required to report these awards to the Finan- 
cial Aid Office and the University may be required 
to adjust the aid it is offering. However, it is Bos- 
ton College policy that the student will receive 
primary benefit from any outside award. Thus, an 
outside award will be used first, to reduce unmet 
financial need and second, to reduce the self-help 
component (loan or work) of a financial aid award. 
Only after those considerations would scholarship 
or grant monies possibly be affected. 

It is the student's responsibility to know and 
comply with all requirements and regulations of 
the financial aid programs in which they partici- 
pate. Financial aid awards may be reduced or can- 
celed if the requirements of the award are not met. 
A student receiving renewable Boston College 
Scholarship or Grant funds must maintain a cu- 
mulative average of 3.0 and 2.5, respectively, in 
addition to financial eligibility, in order to keep 
the award. An on-time application is also required. 
Academic performance is reviewed at the end of 
each year to determine renewal eligibility. Also, 
students receiving a Federal Perkins Loan and/or 
a Federal Nursing Student Loan are expected to 
accept responsibility for the promissory note and 
all other agreements that they sign. Students must 
comply with all Federal College Work-Study 
dates and deadlines. A student's work-study award 
will be canceled if he or she has failed to secure a 
job and to return the completed Hire Form by 
October 1. 

All financial aid awards are made under the 
assumption that the student status (full-time, part- 
time, half-time, Evening) has not changed. Any 
change in the student's status must be reported 
to the Financial Aid Office as, it can affect the 
financial aid award. In addition, all financial aid 
applicants must be maintaining satisfactory 
progress in their course of study. Satisfactory aca- 
demic progress is defined by the Dean of each 
school at Boston College. Students should check 
with their respective Deans for this definition. If 
a student is not maintaining satisfactory academic 
progress, the student should consult with his or 



her Dean to determine what steps must be taken 
to reestablish his or her status and, thus, eligibil- 
ity to receive financial aid. 

Students participating in the Foreign Study 
Program or Resident Assistant (RA) programs are 
encouraged to check with their financial aid coun- 
selor as this program may affect receipt of Bos- 
ton College Scholarship or Grant funds. 

Specific information on the various programs, 
conditions, and procedures, and the various 
financial aid deadline dates, can be found in the 
Boston College Student Guide, the Boston Col- 
lege Financial Aid Application/Validation Form, 
the Boston College Financial Aid Award Letter, 
and the Financial Aid Instruction Booklet. Stu- 
dents are expected to be familiar with the contents 
of these sources as well as all other materials or 
documents which may be distributed by the Bos- 
ton College Financial Aid Office. 

Financial aid recipients have the right to ap- 
peal their financial aid award. However, the stu- 
dent should understand that Boston College has 
already awarded the best financial aid package 
possible based on the information supplied. 
Therefore, any appeal made should be based on 
new, additional information not already included 
in the student's original application material. An 
appeal should be made by letter to the student's 
financial aid counselor. Students who have lost 
Boston College Scholarship or Grant funds due 
to failure to maintain the required cumulative 
average have the right to appeal that decision. The 
student may appeal to request additional aid to 
meet any unmet need created by the loss of a re- 
newable award; or to appeal the actual withdrawal 
of the guarantee on an award by presenting any 
extenuating circumstances that may have affected 
his or her past academic performance. 

When applying for financial aid, the student 
has the right to ask the following: 

• what the cost of attending is, and what the poli- 
cies are on refunds to students who drop out. 

• what financial assistance is available, including 
information on all Federal, State, local, private, 
and institutional financial aid programs. 

• what the procedures and deadlines are for sub- 
mitting applications for each available financial 
aid program. 

• what criteria the institution uses to select 
financial aid recipients. 

• how the institution determines financial need. 
This process includes how costs for tuition and 
fees, room and board, travel, books and supplies, 
personal and miscellaneous expenses, etc. are con- 
sidered in the student's budget. It also includes 
what resources (such as parental contribution, 
other financial aid, student assets, etc.) are con- 
sidered in the calculation of need. 

• how much of the student's financial need, as 
determined by the institution, has been met. 

Students also have the right to request an ex- 
planation of each type of aid, and the amount of 
each, in their financial aid award package. Stu- 
dents receiving loans have the right to know what 
the interest rate is, the total amount that must be 
repaid, the length of time given to repay the loan, 
when repayment must commence, and any can- 
cellation and deferment provisions that apply. 
Students offered a Work-Study job have the right 
to know what kind of job it is, what hours are ex- 



10 • The Uni\t.rsity • Student Sermces 



pected, what the duties will be, what the rate of 
pay will be, and how and when they will be paid. 
A student also has the responsibility to: 

• pay special attention to his or her application 
for student financial aid, complete it accurately, 
and submit it on time to the right place. Errors 
can delay the receipt of the financial aid package. 

• provide all additional information requested by 
either the Financial Aid Office or the agency to 
which the application was submitted. 

• read and understand all forms he or she is asked 
to sign, and keep copies of them. 

• perform in a satisfactory manner the work that 
is agreed upon in accepting a Federal College 
Work-Study job. 

• know and comply with the deadlines for appli- 
cations or reapplications for financial aid. 

• know and comply with the College's refund 
procedures. 

• notify the Financial Aid Office of any change 
in their status. 

• attend an Entrance Interview if he or she is a 
new loan borrower. 

• attend an Exit Interview prior to withdrawal or 
graduation. 

STUDENT SERVICES 

AHANA Student Programs 

(African-American, Hispanic, Asian and Native 
American) 

The goal of this office is to promote the opti- 
mal academic achievement of AHANA students 
at Boston College, especially those identified as 
being at an educational disadvantage. Among the 
services offered by this office are tutorial assis- 
tance; academic advisement; individual and group 
counseling; tracking of academic performance; 
and career counseling. In addition to these ser- 
vices, the office assists various AHANA student 
organizations in developing and implementing 
cultural programs. 

Options Through Education Program 

Sponsored by the Office of AHANA Student Pro- 
grams, this six-week summer residential program 
has as its objective the goal of equipping 40 pre- 
freshmen, identified by the Admission Office as 
being at an educational and economic disadvan- 
tage, with the skills necessary to successfully ne- 
gotiate Boston College's curriculum. At the core 
of the program's curriculum is a focus on impart- 
ing skills in two critical areas: English and Math- 
ematics. In addition to a focus on academics, the 
program seeks to introduce its students to the 
diverse resources available at Boston College and 
in the greater Boston community. 

Athletics 

The objective of the Boston College Athletic 
Association is to provide members of the entire 
University community with the opportunity to 
participate in, at the involvement level of one's 
choice, a program of physical activity which 
complements their spiritual, academic, cultural 
and social growth. 

To meet the needs of a diverse community, 
the Athletic Association offers activities at five 
levels: unstructured recreation, instruction, orga- 
nized intramural sports, club sports and intercol- 
legiate competition in 33 varsity sports for men 
and women. 



Career Center 

Career planning can begin as early as freshman 
or sophomore year, allowing for ample time dur- 
ing one's college years to research and explore 
career fields which encompass one's interests, 
values, and skills. 

The Career Center provides workshops, in- 
dividual counseling and informational resources 
on all aspects of career decision-making, and, for 
those seeking summer jobs or full-time employ- 
ment, assistance with the techniques involved in 
job-hunting. 

The Center's Career Resource Library con- 
tains books, files, and videotapes on career fields, 
graduate schools, specific employers, and job- 
hunting techniques. An easy-to-use computerized 
career guidance system, provides interest and skill 
assessment, as well as descriptive information 
about more than 400 careers. The Career Infor- 
mation Network consists of more than 1800 
alumni volunteers who host students at their 
workplaces and discuss the realities of their career 
fields. 

The Boston College Internship Program pro- 
vides a clearinghouse of career-related internships 
enabling students to integrate coursework with 
practical field experience. 

For the job-hunting student, the Center pro- 
vides group and individual advising in resume- 
writing, interviewing, job-hunting techniques, an 
on-campus recruiting program, current job list- 
ings, and a credentials service. 

There's something for everyone, freshmen 
through graduate students and alumni, from ev- 
ery school and major, at the Career Center. Visit 
the office at 38 Commonwealth Avenue and pick 
up the Center's monthly publications. 

Chaplains 

The Chaplains Office strives to deepen the faith 
of Boston College students by offering opportu- 
nities to discover, grow in, express and celebrate 
the religious dimensions of their lives in person- 
ally relevant ways. In addition, it works to foster 
justice by developing social awareness and to build 
a sense of community as a Christian value in the 
whole University. Offices are located inMcElroy 
Commons, Room 215, x3475. 

Dean for Student Development 

The Office of the Dean for Student Development 
coordinates the planning, implementation and 
evaluation of programs and services promoting 
student development. This includes overseeing 
student clubs and organizations, Undergraduate 
Student Government, programming, the Emerg- 
ing Leaders Program, alcohol and drug education, 
off-campus and commuting student affairs, and 
international student services. The Dean and as- 
sistants are also responsible for coordinating poli- 
cies and procedures concerning student conduct 
and discipline and the judicial process. 

DINING SERVICES 

The University offers service in five dining areas 
with a varied and nutritionally-balanced menu: 
McElroy Commons, Eagles Nest and Lyons Hall 
on Middle Campus, Stuart Hall on Newton Cam- 
pus, and a new facility on Lower Campus. In ad- 
dition, students can use their Meal Plan in the The 
Club, the Cafe, and the concessions at Conte 
Forum. 



The Meal Plan is mandatory for resident stu- 
dents living in Upper Campus, Newton Campus, 
Walsh Hall, 66 Commonwealth Ave., 70 & 90 St. 
Thomas More Drive and Greycliff dormitories. 
The cost of the full Meal Plan for the 1994-95 
year is $1,565.00 per semester or $3,130.00 per 
year. 

Optional meal plans are available to all other 
students living in off-campus apartments and 
commuters. A one-hundred dollar minimum de- 
posit is required. 

Further information can be obtained by con- 
tacting the University Meal Plan Office, 552-3533 
or x3533, Lyons Hall IB. A Dietician is available 
to those students with special dietary needs or 
restrictions by calling 552-3178 or x3178. 

Disabled Student Services 

Disabled students applying to Boston College are 
strongly encouraged to make their disability 
known voluntarily to the Admission Office on the 
appropriate section of the application form. This 
information will not affect the decision on admis- 
sion; rather, it will give the University the oppor- 
tunity to offer specific assistance and support 
through programs and services provided by dif- 
ferent departments on campus. 

For more information regarding services for 
students with physical disabilities, contact John 
Hennessy, Coordinator of Services for Physically 
Challenged Students, Gasson Hall 108, 617-552- 
3310. For more information regarding services for 
students with learning disabilities, contact Dr. 
Kathleen Duggan, Coordinator of Academic Sup- 
port Services for Learning Disabled Students, 
Academic Development Center, O'Neill Library, 
617-552-8055. 

Health Services 

The primary goal of the University Health Ser- 
vices is to provide confidential medical/nursing 
care and educational programs to safeguard the 
physical well-being and mental health of the stu- 
dent body. The Department has two. units: a 
Clinic located in Cushing Hall on the Chestnut 
Hill Campus, and a 20-bed Infirmary located in 
Keyes House South on the Newton Campus. 
Emergency service is also provided. 

Boston College requires that all undergradu- 
ate resident students be enrolled with the Univer- 
sity Health Services. A mandatory Health/Infir- 
mary fee is included on the tuition bill. Although 
not recommended, undergraduate students living 
off-campus who do not wish to use the services, 
and have been charged this fee may request a 
waiver from University Health Services Office in 
Cushing Hall in September. All students may have 
access to the facilities for first aid. 

The Health/Infirmary Fee is specifically for 
medical care provided on campus by University 
Health Services and is not to be confused with 
medical insurance. Massachusetts law requires 
that all full-time students be covered by an Acci- 
dent & Sickness Insurance Policy so that complete 
protection may be assured in case of hospitaliza- 
tion or other costly outside medical services. (See 
Massachusetts Medical Insurance.) 

An informational brochure entitled Health 
Services Student Guide is available at Univer- 
sity Health Services Office, Cushing Hall, Room 
119. Insurance information can also be obtained 
there. 



The Unrtrsity • Academic Regulations • 1 1 



Immunization 

Massachusetts State Law requires all college stu- 
dents born after 1956 to show evidence of satis- 
factory immunization against measles, mumps, 
rubella, tetanus and diphtheria. Students who fail 
to provide evidence of immunization may be pre- 
vented from registering and attending classes. 

The only exceptions permitted are when im- 
munizations conflict with personal religious be- 
lief or when a physician documents that immu- 
nizations should not be given due to pre-existing 
medical problems. 

RESIDENCE ACCOMMODATIONS 

Boston College offers several different types of 
undergraduate student housing in three different 
residence areas. Each area houses both male and 
female students. The building style and individual 
accommodations vary with the location and are 
described below: 

Lower Campus 

• Edmond's Hall Apartment Complex: The nine- 
story Edmond's Hall Apartment Complex, com- 
pleted in the fall of 1975, houses approximately 
795 male and female students in 200 two-bed- 
room apartments. Each apartment unit consists 
of two bedrooms, bath, dining area, kitchen and 
living room. These modern, completely fur- 
nished, apartment units house primarily upper- 
classmen. Subscription to the University Aleal 
Plan is optional. 

• Ignacio and Rubenstein Apartment Complex: This 
air-conditioned apartment complex, completed in 
the spring of 1973, houses 725 students. Each 
completely furnished apartment unit includes two 
or three bedrooms, two baths, living room, din- 
ing area and kitchen. This area houses males and 
females, four or six per apartment, but is gener- 
ally restricted to juniors and seniors. Subscription 
to the University Meal Plan is optional. 

• Voute Hall and 80 Commonwealth Avenue: These 
apartment-style residence halls were completed 
in the fall of 1988. Each two-bedroom apartment 
has a full kitchen, dining, and living room plus a 
full bath. Three-hundred and eighty-four upper- 
classmen reside in these fully-furnished units. Sev- 
enteen townhouses are unique features of these 
halls. The buildings provide students with access 
to a variety of lounges equipped for study and 
social uses, libraries and a weight room. Subscrip- 
tion to the University Meal Plan is optional. 

• Modular Apartment Complex: The Modular 
Complex consists of 80 duplex townhouse apart- 
ments. Completed in the spring of 1 97 1 , each air- 
conditioned and fully furnished apartment unit 
has three bedrooms, two and one-half baths, liv- 
ing room, and kitchen. This area houses both 
male and female students, six per apartment, but 
is generally restricted to seniors. Subscription to 
the University Meal Plan is optional. 

• \ lichael P. 1 1 r akh, SJ. Residence Hall: This suite- 
style residence hall, completed in the fall of 1980, 
consists of four- and eight-person suites housing 
approximately 799 male and female students. 
Each eight-person suite has a furnished lounge 
area and includes a sink and counter space. Each 
floor of the residence hall has a separate lounge 
and study area. The facility also includes a televi- 
sion lounge, a laundry room, and a fitness center. 
These units house primarily sophomores. Sub- 



scription to the University Meal Plan is manda- 
tory. 

• Sixty-Six Co?nmomvealth Avenue is located on the 
Lower Campus. This upperclassman facility 
houses 144 students in predominantly single ac- 
commodations. Each room is fully furnished and 
additional lounge areas are provided on every 
floor. The building also has a chapel where weekly 
masses are conducted. Subscription to the Uni- 
versity Meal Plan is mandatory. 

• 10 and 90 St. Thomas More Drive: These suite- 
style residence halls, completed in the fall of 1993, 
consists of four, six, seven and eight person suites 
housing approximately 750 male and female stu- 
dents. Each suite has a furnished lounge and 
kitchen area featuring a sink with counter space, 
a refrigerator and a kitchen table and chairs. 
These facilities also include a Cabaret, game 
room, cardiovascular and music rooms, libraries 
and casual study rooms. These units house sopho- 
mores and juniors. Subscription to the University 
Meal Plan is mandatory. 

Upper Campus Residence Halls 

These are standard residence halls with double 
and triple student rooms along a corridor. Each 
room is furnished with a bed, desk, dresser, chair, 
desk lamp, wastebasket and shades. These twelve 
buildings house approximately 1 50 students each, 
normally freshmen and sophomores. All Upper 
Campus residents are required to subscribe to the 
University Meal Plan. 

Newton Campus Residence Halls 

The six residence halls on the Newton Campus 
are similar to the LTpper Campus halls and are 
furnished in the same manner. Daily free bus ser- 
vice is provided to the Chestnut Hill campus, 
which is located one mile from the Newton Cam- 
pus. The Newton Campus offers a unique envi- 
ronment and special academic and social pro- 
grams which make it attractive to many freshman 
students. The University Meal Plan is mandatory 
for Newton Campus residents and a dining room 
and cafeteria are located on the campus, as well 
as a library and a chapel. 

Special Interest Housing 

The University offers a variety of Special Inter- 
est Housing options to undergraduate students. 
The Romance Language Hall, located on the Up- 
per Campus in Medeiros B, primarily houses stu- 
dents who want to improve their speaking knowl- 
edge of French and Spanish. 

Grey clijf Honors House, located one-half mile 
from the main campus, houses 45 undergraduate 
students who are participating in the Honors Pro- 
gram. Faculty lectures, cultural and academic pro- 
grams are held in this residence hall throughout 
the year. 

The Multi-Cultural floor, open to students of 
all ethnic and racial backgrounds, will give resi- 
dents the opportunity to be introduced to and 
learn about various cultures. Students work to 
define and promote diversity within the hall and 
throughout the University through programmatic 
methods. 

The Substance Free floor allows students to re- 
side on an alcohol, drug, and tobacco free floor. 
Residents are required to plan and participate in 
a biweekly program/discussion and to sign a Sub- 
stance Free Living Agreement prior to moving in. 



Edmond's Hall ninth floor has been desig- 
nated as a 24-hour quiet living floor. Upperclass- 
men are able to reside in apartment-style accom- 
modations with a quiet atmosphere. Students are 
required to sign a Quiet Living Agreement prior 
to moving in. 

Upperclassmen interested in living in an at- 
mosphere that develops community and serves the 
greater Boston College campus reside together in 
apartment-style accommodations on the Com- 
munity Living Floor. Students meet once a week 
to plan service projects, retreats, and dinners. The 
community exists to help each member grow so- 
cially, intellectually, morally, and spiritually. 

Freshmen American students who want the 
experience of living with an International student 
are placed together on Intercultural Floors on the 
Newton and Upper Campuses. Cultural pro- 
gramming is concentrated around this interest. 
Resident Assistants are specially trained to meet 
the needs of these students. 

Off-Campus Housing 

The University operates an Off-Campus Hous- 
ing Office in Rubenstein Hall for the convenience 
of those seeking referrals for off-campus housing. 
The office maintains updated listings of apart- 
ments and rooms available for rental in areas sur- 
rounding the campus. Interested students should 
visit the office Monday through Friday, 9:00 a.m. 
to 5:00 p.m. Listings are available by mail. 

University Counseling Services (UCS) 

UCS provides counseling and psychological ser- 
vices to the students of Boston College. The goal 
of UCS is to enable students to develop fully and 
to make the most of their educational experience. 
Services provided include individual counseling 
and psychotherapy, group counseling, consulta- 
tion, evaluation and referral. Students wishing to 
make an appointment may contact a counselor in 
any one of the Counseling Offices on campus 
(Gasson 108, 552-3310; Campion 301, 552-4210). 

ACADEMIC REGULATIONS 

Note: In addition to being familiar with the Aca- 
demic Regulations and degree requirements in 
this University section of the Catalog, students are 
expected to know the Academic Regulations and 
degree requirements of their own college printed 
on subsequent pages. Students should not rely on 
oral representations regarding academic regula- 
tions or degree requirements. Any questions re- 
garding degree requirements should be referred 
directly to the Office of the University Registrar. 

University Degree Requirements 

The requirement for the Bachelor's Degree in the 
undergraduate day colleges is the completion with 
satisfactory cumulative average (at least 1.5, with 
the exception of the College of Arts and Sciences, 
which requires a minimum average of 1.667) of 
at least 38 three-credit courses, or their equiva- 
lent, distributed over eight semesters of full-time 
academic work. In the summer, the University 
Registrar sends each undergraduate degree can- 
didate an evaluation of remaining degree require- 
ments. Core and major requirements stated in the 
Catalog may, in exceptional circumstances, be 
waived or substituted by the student's Dean or 
major department. Such exceptions must be com- 
municated in writing to the Office of the Univer- 



12 • Tin University •Academic Regulations 



sity Registrar. Acceleration of degree programs is 
possible in exceptional circumstances, provided 
Dean's approval is obtained at least two full se- 
mesters before early graduation and University 
policies governing acceleration are followed. 

University Core Requirements 

The minimum liberal education Core require- 
ments to be fulfilled by all undergraduate stu- 
dents, graduating before May, 1997 as adminis- 
tered by the Council on Liberal Education, over 
a four-year period, will be the following: 

• 2 in English 

• 2 in European History 

• 2 in either Natural Sciences or Mathematics 

• 2 in Social Sciences (Sociology, Political Sci- 
ence, Economics, Psychology, Psychology in 
Education and approved courses in the profes- 
sional schools) 

• 2 in Philosophy 

• 2 in Theology 

The new Core is administered by the Univer- 
sity Core Development Committee (UCDC). 
The following courses comprise the Core curricu- 
lum and are required for all students entering 
Boston College and scheduled to graduate in May 
1997 or thereafter: 

• 1 course in Writing 

• 1 course in Literature (English, Classics, Ger- 
manic Studies, Romance Languages and Litera- 
tures, Slavic and Eastern Languages) 

• 1 course in the Arts (Fine Arts, Music, Theater) 

• 1 course in Mathematics 

• 2 courses in History (European History since 
1500) 

• 2 courses in Philosophy 

• 2 courses in Social Sciences (Psychology in Edu- 
cation, Economics, Political Science, Psychology, 
Sociology) 

• 2 courses in Natural Science (Biology, Chem- 
istry, Geology/Geophysics, Physics) 

• 2 courses in Theology 

• 1 course in Cultural Diversity 

The Cultural Diversity requirement may be ful- 
filled by an appropriate course taken to fulfill 
another Core requirement, a major requirement 
or an elective. 

For specific Core requirements in the indi- 
vidual schools, students should consult the appro- 
priate sections of this Catalog. 

Grading 

The grading system consists of twelve categories, 
as follows: A, A-, B+, B, B-, C+, C, C-, D+, D, 
D-, F. A is excellent; B is good; C is satisfactory; 
D is passing but unsatisfactory; F is failure. 

A student who has not completed the research 
or written work for a course taken in the fall or 
spring semester or is absent from the course ex- 
amination in either semester, may, with adequate 
reason and at the discretion of the instructor, re- 
ceive a temporary grade ot Incomplete (I). All 
such "I" grades will automatically be changed to 
"F" after six weeks in the semester following the 
semester in which the course was taken. 

Students who are enrolled in a year-long 
course which is graded at the end of the year will 
receive a grade of "J" for the first semester. Stu- 
dents who withdraw from a course after the Drop/ 
Add period will receive a grade of "W." Neither 
of these grades is included in the calculation of the 
grade point average. 



With the approval of the Dean of their school 
or college, students may be permitted to take 
courses for enrichment. These courses are nor- 
mally taken in the summer. Courses approved for 
enrichment only may, with the approval of the 
relevant department, go toward fulfilling a Core, 
major, or minor requirement. However, grades 
for courses taken for enrichment are not com- 
puted into the cumulative average, and are not 
counted toward the total course or credit require- 
ment for graduation. 

In computing averages the following numeri- 
cal equivalents for the twelve (12) letter grades are 
used: 
A 4.00 B- 2.67 D+ 1.33 

A- 3.67 C+ 2.33 D 1.00 

B+ 3.33 C 2.00 D- .67 

B 3.00 C- 1.67 F .00 

A student's cumulative average is comprised of 
courses taken at Boston College, and does not 
include courses accepted in transfer. Information 
about a course failed remains on the student's 
record and 0.0 is still computed into averages even 
if the course is repeated with a passing grade; the 
later grade is also computed into averages. 

Grades will be mailed by the University 
Registrar's Office to each student shortly after the 
close of each semester. Any student who believes 
there is a grade discrepancy on a semester grade 
report should resolve the discrepancy within the 
first six weeks of the following semester. 

Academic Integrity 

Students at Boston College are expected to have 
high standards of integrity. Any student who 
cheats or plagiarizes on examinations or assign- 
ments is subject to dismissal from the College. 
Cases involving academic integrity shall be re- 
ferred to a Dean for adjudication or for judgment 
by an Administrative Board, as the student shall 
request. 

Academic Grievances 

Any student who believes he or she has been 
treated unfairly in academic matters should con- 
sult with the Chairperson of the Undergraduate 
Program or the Dean to discuss the situation and/ 
or to obtain information about relevant grievance 
procedures. 

The Dean's List 

The Dean's List recognizes the achievement of 
students semester by semester. The Dean's List 
classifies students in three groups according to 
semester averages: First Honors (3.700-4.000); 
Second Honors (3.500-3.699); Third Honors 
(3.300-3.499). In order to be eligible for Dean's 
List, students must also earn 12 or more credits 
and receive a passing grade in all courses; students 
who have withdrawn or failed a course and stu- 
dents who have received an incomplete grade or 
a "J" grade (see Grading Scale section, above) will 
not be eligible for the Dean's List. 

Degree with Honors 

Latin honors accompanying the degrees of Bach- 
elor of Arts and Bachelor of Science are awarded 
in three grades. Summa cum Laude, with High- 
est Honors, is awarded to the top 4.5% of the 
graduating class; Magna cum Laude, with High 
Honors, is awarded to the next 9.5%; and Cum 



Laude to the next 15%. These percentages are 
based on the student's eight-semester cumulative 
average. 

Absence from a Semester Examination 

Students will have to arrange with the professor 
for making up a semester examination which they 
have missed. Professors are asked to announce the 
time and manner by which students must notify 
them of absence and make arrangements for tak- 
ing the absentee examinations. If, in particular 
courses, announcements about absentee examina- 
tions are not made, students should ask the pro- 
fessors to specify the acceptable excuse(s) for ab- 
sence and the manner and time of notification and 
of arrangements for the make-up examination. 

The only exception to the foregoing is the case 
where the student, because of an extended illness 
or serious injury, will miss all or most of his or her 
examinations and be unable to make up examina- 
tions for a week or more beyond the period sched- 
uled for semester examinations. In such cases, the 
student or his or her family should call the Office 
of the Associate Dean of his or her college as soon 
as the prospect of extended absence becomes 
clear. 

Student Absences for Religious 
Reasons 

Any student who is unable, because of his or her 
religious beliefs, to attend classes or to participate 
in any examination, study, or work requirement 
on a particular day, shall be excused from any such 
examination or study or work requirement, and 
shall be provided with an opportunity to make up 
such examination, study, or work requirement 
which may have been missed. However, such 
makeup examination or work shall not create an 
unreasonable burden upon the University. 

Transcript of Record 

A record of each student's academic work is pre- 
pared and maintained permanently by the Office 
of the University Registrar. While cumulative 
averages for academic majors are made available 
to students who are currently enrolled, these av- 
erages are not maintained as part of a student's 
permanent academic record. Only the student's 
final overall cumulative average appears on the 
permanent record (transcript). 

Transcript requests must be submitted in 
writing to: Transcript Requests, Office of the 
Registrar, Lyons Hall 101, Boston College, 
Chestnut Hill, MA 02 167. 

Under normal conditions requests are pro- 
cessed within 72 hours of receipt. If rush service 
is required, a flat $5.00 "rush fee" will be assessed 
in addition to the cost of each transcript ($2.00 
per copy). University policy prohibits the issuance 
of partial transcripts. 

Transcript/Diploma Holds 

Diplomas will not be issued, nor transcript re- 
quests honored, for any student with an outstand- 
ing financial obligation to the University. The 
same policy applies to any student who does not 
complete the required loan exit interview. 

Transfers Within Boston College 

Matriculated students wishing to transfer from 
one undergraduate college to another within 
Boston College should contact the Dean's Office 
of the school to which admission is sought. Fresh- 



The University • Foreign Study Programs • 13 



men should wait until late March to initiate this 
process; other classes usually make inquiries in 
late October or in late March. The college admin- 
istration involved in these procedures are as fol- 
lows: 

College of Arts and Sciences 

• Associate Dean Burns — Gasson 109 

• Associate Dean Green — Gasson 109B 

• Dean McHugh — Gasson 104 

• Associate Dean O'Keeffe — Gasson 109 

School of Education 

• Assistant Dean's Office — Campion 104A 

Carroll School of Management 

• Associate Dean O'Brien — Lyons 201 D 

School of Nursing 

• Associate Dean Higgins — Cushing 202 

Withdrawal from a Course 

Students who withdraw from a course after the 
first five class days of the semester but before the 
last three weeks of class will have a "W" recorded 
in the grade column of their permanent record. 
Students will not be permitted to drop courses 
during die last three weeks of classes or during the 
exam period. Students who are still registered at 
this point will receive a final grade for the semes- 
ter. 

Withdrawal from Boston College 

Students who wish to withdraw from Boston 
College in good standing are required to complete 
a Withdrawal Form and submit it to the Associ- 
ate Dean of their school or college. In the case of 
students who are dismissed for academic or dis- 
ciplinary reasons, the appropriate college admin- 
istrator will complete this form. 

Leave of Absence or Special Study 
Program 

Degree candidates seeking a leave of absence from 
Boston College are required to complete a Leave 
of Absence Form available in the Office of the 
Associate Dean of their school or college. Stu- 
dents who take a leave of absence, subsequently 
decide to enroll at another college and then wish 
to reenter Boston College, must apply through 
Transfer Admission. 

To assure reenrollment for a particular semes- 
ter following leave of absence or participation in 
a special study program, students must notify the 
University Registrar's Office and the Dean's Of- 
fice of the college or school about their intention, 
at least six weeks in advance of the start of that 
semester. 

Readmission 

Students who desire readmission should initiate 
the process in the Office of the Associate Dean 
of their school or college. Applications for read- 
mission should be made at least six weeks before 
the start ot the semester in which the former stu- 
dent seeks to resume study. The appropriate 
Dean's Office will make the decision on the ap- 
plication and notify the former student about 
the action taken. The decision will be based on 
consideration of the best interests of both the stu- 
dent and the University. 



FOREIGN STUDY PROGRAMS 

Each year more than two hundred students spend 
either all or part of their year studying abroad. 
Students may participate in programs adminis- 
tered by Boston College in England, France, 
Germany, Ireland, Japan, the Netherlands and 
Scotland, or they may enroll directly at other 
approved foreign universities or programs spon- 
sored by American colleges and universities or 
independent organizations. 

• Contact: Professor Jeff Flagg, Foreign Study 
Office; Marion St. Onge, Director of Interna- 
tional Programs 

University of Amsterdam, Netherlands 

The University of Amsterdam, the largest univer- 
sity in the Netherlands, offers liberal arts and 
professional courses, taught in English, that span 
many disciplines. Amsterdam is a very "Euro- 
pean" city, where English is widely spoken. 

• Contact: Marian St. Onge, Director of Inter- 
national Programs 

TU Dresden, Germany 

Founded in 182 8, this "technical" university is 
energetically developing its humanities divisions. 
Dresden Technistat Universitat offers courses in 
Germanic and European studies and a program 
in the sciences. Dresden, the capital of Saxony in 
the former GDR, has a distinguished cultural and 
intellectual history. 

• Contact: Marian St. Onge, Director of Inter- 
national Programs 

Irish Studies at University College 
Cork 

The Irish Studies Program offers two study- 
abroad opportunities to Boston College under- 
graduates. 

The junior year Irish Studies Program at 
University College, Cork provides intensive ex- 
posure in areas of Irish culture not normally avail- 
able in the United States, such as Irish ethnogra- 
phy, folklore, and anthropology. Students com- 
pleting the year-long program receive two semes- 
ters of academic credit. Interested students should 
apply to the Foreign Study Office, and see Pro- 
fessors Dalsimer and O'Neill of the English and 
History Departments. 

Abbey Theatre Summer Program 

The Abbey Theatre Summer Program is a six- 
week summer workshop which consists of an in- 
tensive five weeks of classes, lectures, and dem- 
onstrations by members of the Abbey Theatre 
Company. Participants study acting, directing, 
production, management, and the history of the 
Irish theater, as well as staging an Irish play. A 
week of travel concludes the workshop. Students 
completing the program receive six credits of aca- 
demic credit. 

• Contact: Prof. Philip O'Leary, English Depart- 
ment. 

Irish Film Summer School 

Beginning in the summer of 1993, this five-week 
summer workshop will be held at University 
College Dublin and is open to both undergradu- 
ate and graduate students. The course will give a 
comprehensive introduction to film images of 
Ireland and will offer a series of seminars and lec- 
tures given by academics, screenwriters, and film 
directors. Students completing the program re- 



ceive six credits of academic credit. Tuition for 
six credits is paid by the students prior to depar- 
ture in June. The next fall semester's tuition is 
reduced by the cost of the program. 

• Contact: Professor Philip O'Leary, Irish Stud- 
ies 

Sophia University, Tokyo, Japan 

Each year, students may attend Sophia Univer- 
sity, Tokyo for a semester or full year. Courses 
include Japanese language and history, and politi- 
cal, economic and cultural systems of Japan. 

• Contact: Marian St. Onge, Director of Inter- 
national Programs 

University of Strasbourg, France 

This academic year program offers study in Man- 
agement, Political Science, History, and Econom- 
ics. Strasbourg is the site of the European Parlia- 
ment, the Council of Europe and the European 
Human Rights Commission. 

• Contact: Marian St. Onge, Director of Inter- 
national Programs 

University of Paris-Sorbonne, France 

The program at the University of Paris gives stu- 
dents the opportunity to participate in a course 
of study in French Literature, Culture and Cin- 
ema. 

• Contact: Ourida Mostefai, Romance Languages 
and Literatures 

University of Glasgow, Scotland 

Students attending the University of Glasgow, 
one of the oldest universities in Europe, choose 
courses in European Community and Scottish 
studies, Business and the Sciences. Glasgow, the 
former "Second City of the British Empire", was 
named "cultural center of Europe" in 1990. 

• Contact: Marian St. Onge, Director of Inter- 
national Programs 

University of Nijmegen, Netherlands 

A junior majoring in English may go to the Uni- 
versity of Nijmegen, which has 14,000 students 
and is located near the German border. 

• Contact: Judith Wilt, English Department 

Oxford, England: Honors Program 

Students live and study for a full year in Oxford, 
England, through programs at Manchester Col- 
lege and Mansfield College. Students do not need 
to be in the A&S or CSOM Honors Programs to 
apply. 

• Contact: Joseph Appleyard, S.J., Honors Pro- 
gram 

SUMMER PROGRAMS 

Boston/Hangzhou Internship 
Exchange 

This internship includes a work placement in a 
Sino-Foreign joint venture in the Shanghai/ 
Hangzhou area. 

• Contact: Marian St. Onge, Director of Inter- 
national Programs 

Boston/Strasbourg Internship 
Exchange 

This program allows students to gain business 
experience in an internship in Strasbourg, France. 

• Contact: Marian St. Onge, Director of Inter- 
national Programs 



14 • The Unrtrsity • Special Programs 



Summer Program in Belgium 

Boston College and the Departments of Econom- 
ics, Fine Arts, History, and Political Science of- 
fer a three-and-one-half-week summer program 
in association with the Irish Institute for European 
.Affairs in Louvain (Leuven), Belgium. Professors 
in the three departments teach the course assisted 
by members of the European Economic Commu- 
nity (EEC) in Brussels, and visiting faculty from 
neighboring universities. Students have the op- 
portunity to interact with the cultural, social, and 
economic philosophies of our European neigh- 
bors. In addition, there is a Travel Component 
supervised by the Chairperson of the Fine Arts 
Department and a Foreign Language Component 
supervised by the Romance Languages Depart- 
ment. Students participating in the program earn 
three credits. Interested students should contact 
Katharine Hastings, Assistant to the Academic 
Vice President, Bourneuf House, x4779. 

OTHER PROGRAMS 

The Washington Semester Program 

This semester-long program is offered in coop- 
eration with American University in Washington, 
D.C. Students are housed at American Univer- 
sity and work in one of a number of government 
jobs arranged by the program's local directors. 
They also attend seminars and conduct a lengthy 
research project. Students completing this pro- 
gram receive one semester of academic credit. 
Interested students should contact Prof. Dennis 
Hale, Political Science Department. 

SPECIAL PROGRAMS 

Cross Registration Program 

The Consortium 

Under a program of cross-registration, sopho- 
mores, juniors and seniors may take in each se- 
mester one elective course at either Boston Uni- 
versity, Brandeis University, Hebrew College, 
Pine Manor College, Regis College or Tufts 
University if a similar course is not available at 
Boston College. A description of cross-registra- 
tion procedures and the authorization form are 
available in the University Registrar's Office, 
Lyons 101. 

The PULSE Program 

PULSE affords the Boston College undergradu- 
ate an opportunity to combine community-based 
field work with the study of Philosophy or The- 
ology. PULSE operates with the assumption that 
the community work provides an exciting point 
of departure for serious philosophical and theo- 
logical reflection. 

Opportunities for field experience are avail- 
able in a variety of different neighborhoods and 
social service agencies. Included in the range of 
placements are crisis-counseling services, com- 
munity action groups, residences for retarded citi- 
zens, adolescent homes and after-school recre- 
ation programs. The placements aim at respond- 
ing to community needs while simultaneously 
providing a challenging opportunity for students 
to confront social problems. 

Supervision of student work includes on-site 
meetings with indigenous staff supplemented by 
meetings on campus with a student coordinator. 



PULSE thus provides three levels of direction and 
supervision for student work. (1) The PULSE 
Director has overall responsibility for the educa- 
tional goals and interests of PULSE students. In 
fulfilling that responsibility, the Director works 
as a consultant and advisor for both students and 
supervisors. (2) Each field project has a PULSE 
Council Coordinator, a student who is a member 
of the PULSE Council. (3) Each field project has 
an on-site Supervisor who, after an initial orien- 
tation session, meets regularly with students to 
provide information, direction and constructive 
feedback. 

Besides course work and supervision, PULSE 
sponsors films, slide shows, housing tours and 
workshops which are all designed to further en- 
hance a student's experience. Some recent work- 
shop topics have been Homelessness and Limit 
Setting. 

Students may participate in PULSE during 
any of their undergraduate years at Boston Col- 
lege. Although classroom reflection is regarded as 
the key to the fullest possible experience, students 
are allowed to work in projects without partici- 
pation in a course. Credit, however, can only be 
made available to those students registered in 
PULSE courses. Pulse courses fulfill all the Core 
requirements in Philosophy and Theology. 

For details on PULSE courses, consult the 
listings of the Philosophy and Theology depart- 
ments. 

The Program for the Study of Faith, 
Peace and Justice 

This program offers students the opportunity to 
examine and intensify their faith commitments 
and to explore the significance of these commit- 
ments for the task of bringing about just and 
peaceful solutions to national and international 
problems. The Program sponsors courses, cam- 
pus events, and special activities for its partici- 
pants. 

Students who meet the academic require- 
ments of the Program (see the section on "Mi- 
nors" in the College of Arts and Sciences section 
of this Catalog) may minor in Faith, Peace and 
Justice Studies. Alternatively, students may 
choose to concentrate on faith, peace, and justice 
concerns within their major field. In either case 
the same pattern applies, namely, an introductory 
course (UN 160, The Challenge of Justice), four 
intermediate courses taken with the advice and 
consent of the Director, and, finally, UN 590, the 
Senior Seminar Project. 

Campus events include speakers, religious 
ceremonies, and student-faculty conferences and 
less formal exchanges on issues of faith, peace, and 
justice. Special activities for participants of the 
Program include retreats, evening discussion ses- 
sions with faculty, and a final dinner where seniors 
describe their projects to the juniors. 

For further information please contact Prof. 
Matthew Mullane, Gasson 109, x3886. 

Reserve Officer Training Programs 

Army Reserve Officer Training Program 

In cooperation with Northeastern University, the 
Army Reserve Officer Training Corps (ROTC) 
Program is offered to qualified Boston College 
students. Through the Extension Center at BC, 
a majority of the classes, drills and training are 
conducted on the BC campus. The Basic Course 



(freshman/sophomore) involves about two hours 
per week with no service obligation, while the 
Advanced Course (junior/senior) results in a Sec- 
ond Lieutenant's commission and a service obli- 
gation. 

Advanced Course students receive $100 per 
month while in school. ROTC Scholarships of 
four, three and two years are available to quali- 
fied students and include 80% of tuition, books, 
fees, and academic supplies, plus $100 per month 
while in school. For more details, contact the 
Department of Military Science Extension Cen- 
ter at Boston College (Carney Hall 25) at x3230, 
or refer questions to Associate Dean for Student 
Development Michael Ryan, x3470. 

Navy Reserve Officer Training Program 

This program is available only to students in 
the School of Nursing. They may cross enroll 
in Navy Reserve Officer Training at Boston Uni- 
versity. Three and four year programs exist with 
possible scholarships (all expenses except for room 
and board, with a $ 1 00 per school month stipend) 
for qualified Nursing students. All classes and 
drills are held at Boston University. Scholarship 
students incur an active duty service obligation. 
For further information, please contact Associate 
Dean for Student Development Michael Ryan, 
x3470, or the Department of Naval Sciences, 
Boston University, 617-353-4232. 

Air Force Reserve Officer Training Program 

Through a cross-enrolled program with Boston 
University, interested Boston College students 
may participate in the Air Force Reserve Officer 
Training Corps Program. Scholarships (full and 
partial) are available to qualified students for four, 
three or two years and include tuition (full or 
partial), books, fees, and $100 per school month 
stipend. Academic specialties for scholarships in- 
clude nursing, mathematics, physics, computer 
science, accounting, economics, management and 
business administration. All training, drills and 
classes are held at the BU campus. Service obli- 
gations are one year for each scholarship year (ac- 
tive duty) while pilots are obligated for eight years 
active duty after completion of flight school. To 
obtain further information, contact Associate 
Dean for Student Development Michael Ryan, 
x3470, or the Department of Aerospace Studies, 
Boston University, 617-353-4705. 

Marine Corps Platoon Leaders' Class 

Available in connection with the Marine Officer 
Selection Office, Boston, the PLC Program is 
open to qualified freshmen, sophomores and jun- 
iors. No classes or training take place during the 
academic year with the exception of informal 
meetings or participation in the "Semper Fi" 
Club. 

Student/candidates attend Officer Candidate 
School, Quantico, VA for either a single 10-week 
program in one summer or two 6-week programs 
over two summers. No commitment to the 
USMC is incurred after OCS until a college de- 
gree is awarded and a commission issued. Student/ 
candidates may drop from the program at any 
time prior to commissioning. Aviation and law 
programs may be available to qualified student/ 
candidates. 

For more information, contact the Marine 
Officer Selection Office, Boston, at 617-451- 
3009. 



College of Arts & Sciences • Academic Regulations • 1 5 



University Capstone Courses 

The University Capstone program offers several 
integrative seminars each semester for seniors and 
second-semester juniors in all schools. The 
Capstone seminars address the struggle to inte- 
grate four crucial areas of life: work, relationships, 
society, and the search for higher meaning. 
Capstone seminars are taught by faculty from 
various schools and departments within Boston 
College, and are limited to 1 5 to 20 students. See 
the "University Courses" section of this Catalog. 

COURSE NUMBERS AND CODES 

The alphabetic prefix indicates the department or 
program offering the course. 
(F: 3) or (S: 3) — Designates a 3-credit course that 
will be offered either in the fall or in the spring. 
(F, S: 3) — Designates a course which will be of- 
fered in the fall and in the spring, but may be taken 
only once for 3 credits. 

(F: 3-S: 3) — Designates a two-semester course 
that can be taken both semesters for a total of 6 
credits. 

Courses with no semester designation are not 
offered in 1994-95 but are taught by the depart- 
ment on a regular basis. 



College of Arts and Sciences 

The College of Arts and Sciences confers the academic de- 
gree of either Bachelor of Arts (A.B.) or Bachelor of Sci- 
ence (B.S.), depending upon the candidate's major field. 
All degree programs within the college follow the liberal arts tradi- 
tion. 

Each student fulfills a Core curriculum. These courses introduce 
a student to the variety of ways of interpreting the world and lead to 
a greater understanding of the methodologies and content of the dif- 
ferent disciplines. 

Each student selects a major, which is a systematic concentration 
of courses that develops an understanding in depth of a single aca- 
demic discipline or of an interdisciplinary topic. A student may choose 
more than one major, but in each must fulfill the minimum require- 
ments set by the department and the College of Arts and Sciences. 
Students are subject to the major requirements as published for the 
year in which they entered Boston College. 

The fields in which majors are available are the following: Art 
History, Biochemistry, Biology, Chemistry, Classical Civilization, 
Classics, Communication, Computer Science, Economics, English, 
Environmental Geosciences, Geology, Geophysics, Germanic Stud- 
ies, Greek, History, Latin, Linguistics, Mathematics, Music, Philoso- 
phy, Physics, Political Science, Psychology, Romance Languages and 
Literatures, Russian, Slavic Studies, Sociology, Studio Art, Theater, 
and Theology. An Independent Major, involving courses from sev- 
eral departments, is also available under certain conditions for stu- 
dents whose needs cannot be satisfied by the offerings of a single de- 
partment. In addition, students with a special interest in certain in- 
terdisciplinary fields may complete a minor in these areas. 



ACADEMIC AND CAREER PLANNING 

Because of the diversity offered by the College of 
Arts and Sciences, it is important that each stu- 
dent exercise care, both in the selection of a ma- 
jor and in the selection of courses in the major, as 
well as in the Core curriculum, and in the elec- 
tives. It is also advisable that students, particularly 
those with even a tentative interest in major fields 
(e.g., languages, sciences, mathematics or art) 
which are structured and involve sequences of 
courses, begin selection of their major and related 
courses at an early date. Students considering a 
career in medicine or dentistry should begin in the 



freshman year to fulfill the requirements for ad- 
mission to professional schools in these areas. 

In a college as diverse as Arts and Sciences, the 
choices of courses and areas of concentration are 
so numerous that a student should avoid a simple 
or haphazard arrangement of a program. To en- 
sure a coherent, well-developed program, stu- 
dents must meet with their faculty advisor before 
pre-registration for each semester. They should 
also consult with other faculty, students, the 
Deans, the Pre-medical and Pre-law advisors, the 
Counseling Office, and the Career Center. Po- 
tential employers and professionals outside the 



16 



College of Arts & Sciences • Academic Regulai 



K )NS 



University can also help ensure that all academic 
options have been considered and that plans are 
properly laid for meeting post-graduate objec- 
tives. 

It is not necessary, or even desirable, that a 
degree from the College of .Arts and Sciences, by 
itself, provide all the training needed to perform 
a specific job. However, it should provide prepa- 
ration for graduate study in the major field or a 
related field. It should also furnish sufficient 
breadth of information and exposure to methods 
of inquiry so that, either alone or with additional 
training provided by the professional schools or 
employers, the student might effectively prepare 
for any one of a wide variety of careers, perhaps 
for one not foreseen while the student is in col- 
lege. 

ACADEMIC REGULATIONS 

These Academic Regulations are effective from 
September of the academic year printed on the 
cover and binding of this Catalog except where a 
different date is explicitly stated in a particular 
Regulation. If, after a student has withdrawn from 
Boston College, there have been changes in the 
Academic Regulations, and if the student is sub- 
sequently readmitted to the College, the Regula- 
tions in effect at the time of return apply. 

Each student is expected to know the Aca- 
demic Regulations presented below. 

Requirements for the Degree 

1 . 1 The requirement for the Bachelor's Degree 
is the completion, with satisfactory cumulative 
average (at least 1.667), of at least 38 one-semes- 
ter courses (each carrying a minimum of three se- 
mester-hour credits), normally distributed over 
eight semesters of four academic years. Within 
this requirement, all students must complete the 
Core curriculum and a major of at least 10 courses 
and must fulfill the language proficiency require- 
ment. Thirty-two of the required 38 courses must 
be in Departments of the College of Arts and Sci- 
ences. The remaining 6 courses may be chosen 
from the offerings at the Boston College profes- 
sional schools. 

1.2 The following 14 courses comprise the Core 
curriculum and are required for all students of 
classes graduating before May 1997: 

• 2 courses in English 

• 2 courses in History (European History) 

• 2 courses in Philosophy 

• 2 courses in Theology 

• 2 courses in Natural Science (Biology, Chem- 
istry, Geology/Geophysics, Physics) 

• 2 courses in Social Science (Economics, Politi- 
cal Science, Psychology, Psychology in Education 
or Sociology) 

and either of the following: 2 courses in Math- 
ematics or 1 course each in Fine Arts and in Com- 
munication or Theater 

The following courses comprise the core curricu- 
lum and are required for all students entering 
Boston College scheduled to graduate in May 
1997 or thereafter: 

• 1 course in Writing 

• 1 course in Literature (Classics, English, Ger- 
manic Studies, Romance Languages and Litera- 
tures, Slavic and Eastern Languages) 

• 1 course in the Arts (line Arts, Music, Theater) 



• 1 course in Mathematics 

• 2 courses in History (European History since 
1500) 

• 2 courses in Philosophy 

• 2 courses in Social Sciences (Economics, Politi- 
cal Science, Psychology, Psychology in Educa- 
tion, or Sociology) 

• 2 courses in Natural Science 

(Biology, Chemistry, Geology/Geophysics, Phys- 
ics) 

• 2 courses in Theology 

• 1 course in Cultural Diversity 

The Cultural Diversity requirement may be ful- 
filled by an appropriate course taken to fulfill 
another Core requirement, a major requirement 
or an elective. 

Identification of the courses that will satisfy 
the Core can be determined by reference to each 
semester's CoRSS Booklet. 

1.3 All students in the College of Arts and Sci- 
ences must before graduation demonstrate pro- 
ficiency at the intermediate level in a modern for- 
eign language or in a classical language. Profi- 
ciency may be demonstrated by a satisfactory 
score on a standardized exam, by passing an exam 
administered by a Language Department, or by 
successful completion of the second semester of 
course work at the intermediate level or one se- 
mester above the intermediate level. Fulfillment 
of the proficiency requirement by examination 
does not confer course credit. 

1.4 Each major within the College of Arts and 
Sciences requires at least 10 courses. No more 
than 12 courses for the major may be required 
from any one department. Two of these may be 
taken at the introductory level, at the discretion 
of the department. For the remainder of the 
courses, each department may designate specific 
courses or distribution requirements either within 
or outside the department to assure the desired 
coherence and structure of the major program. 

1.5 It is possible for a student to major in two 
fields, but for each major all requirements must 
be satisfied, and no course may count towards more 
than one major or towards a major and a minor. 

Normal Program, Overloads, 
Acceleration 

2.1 Freshmen, sophomores, and juniors are usu- 
ally required to carry five courses per semester; 
seniors, four courses per semester. Students who 
fail to complete the normal semester course load 
by failure, or withdrawal from a course, or by 
underloading, incur a course deficiency(cies). 
Non-seniors who wish to take only four courses 
in a semester may do so, but should consult with 
one of the Deans. Students should make up defi- 
ciencies as soon as possible (see 5.4). Full-time 
status for a student in any class requires enroll- 
ment in at least four courses in each semester. 

2.2 Tuition shall apply per semester as published 
even if a minimum full-time load or less is car- 
ried. 

2.3 All students wishing to enroll in a sixth course 
during a semester must receive a Dean's approval 
during the Drop/ Add period. Approval will be 
given to the request of students who have earned 
in a full course load at least a 3.0 overall average 
or a 3.0 average in the semester immediately prior 
to the one for which the overload is sought. Stu- 
dents whose averages are between 2.0 and 3.0 



may, under exceptional circumstances, be allowed 
by a Dean to enroll in a sixth course. Students who 
obtain Dean's approval to overload should regis- 
ter for the sixth course during the Drop/Add pe- 
riod, and must notify the Dean by the sixth week 
of classes whether they wish to drop the course 
or keep it for credit. Students are not permitted 
to take a sixth course in their first semester at 
Boston College. 

All students taking a sixth 3 -credit course for 
acceleration will be charged at the prevailing 
credit-hour rate. 

2.4 The only courses that a student, after admis- 
sion to Boston College, may apply towards an Arts 
and Sciences degree (whether for Core, major, or 
total course requirements) will be those taken at 
Boston College in a regular course of study dur- 
ing the academic year. The Deans of the College 
of Arts and Sciences are authorized to grant ex- 
ceptions to the provisions of this regulation for 
the following situations: 

• official cross-registration programs; 

• the Foreign Study Program; 

• official college exchange programs; 

• special study programs at an academic institu- 
tion other than Boston College; 

• subject to certain restrictions, courses in the 
Evening College of Arts and Sciences and Busi- 
ness Administration. 

• courses approved to make up deficiencies as 
specified in 5.4. 

For any of the above exceptions, students must 
obtain in advance written approval from a Dean 
of the College of Arts and Sciences. 

2.5 After being in residence for at least three se- 
mesters, and at least two full semesters prior to 
the proposed date of graduation, students may 
apply to the Dean of the College of Arts and Sci- 
ences (Gasson 103) to accelerate their degree pro- 
gram by one or two semesters. Students must 
present a minimum cumulative average of 3.2; 
they will be considered for approval only for ex- 
ceptional reasons. In accordance with University 
policies governing accelerated programs of study, 
the following will also be applicable: 

(1) Summer courses intended for acceleration 
must be taken at Boston College and must be au- 
thorized in advance by a Dean. 

(2) Overload courses taken for acceleration will 
carry an extra tuition charge. This includes fifth 
courses taken during senior year. 

(3) Students transferring into Boston College with 
first semester sophomore status or above are not 
eligible to accelerate their program of study. 

Pass/Fail Electives 

3.1 Non-freshmen are eligible to enroll in a 
course on a Pass/Fail basis. Approval must be ob- 
tained from an Arts and Sciences Dean during the 
registration or Drop/ Add periods. 

3.2 No student may take more than 6 Pass/Fail 
courses for credit towards a degree. 

3.3 Courses taken to fulfill Core or major require- 
ments and any language courses taken before the 
language proficiency requirement is fulfilled may 
not be taken on a Pass/Fail basis. 

Fulfillment of Requirements by 
Equivalencies 

4.1 In the following circumstances, departments 
may rule that specific degree requirements may 
be met by equivalencies for certain courses: 



College of Arts & Sciences • Academic Regulations 



17 



a. At any time before the senior year, a stu- 
dent may be exempted from taking courses in a 
Core area. Such exemptions will be based on 
equivalency examinations in which the student 
demonstrates, to the satisfaction of the Chairper- 
son of the department concerned, a mastery of the 
content of such course(s). Exemptions do not 
carry grade or credit. 

b. Certain departments offer and identify full- 
year courses whose second semester content 
builds upon the material covered in first semes- 
ter. For this reason, a student who fails the first 
semester of such a course should seriously con- 
sider whether it is advisable to continue in the sec- 
ond semester. However, a student may, with the 
approval of a Dean, be allowed to continue in the 
course. A second semester grade of C+ or better 
will entitle the student to credit and a grade of D- 
for the first semester of the course. This regula- 
tion may be applied also to Pass/Fail electives in 
a two-semester offering provided both semesters 
are taken Pass/Fail. The grade of Pass, rather than 
D-, will be awarded for the first semester in such 
cases. A list of departments and courses where this 
regulation applies is on file in the Dean's Office. 

Academic Standards 

5.1 It is expected that a student will pass five 
courses each semester for the first three years and 
four courses each semester senior year. Students 
who do not meet these expectations because of 
failure, withdrawal or underload will incur course 
deficiency(ies). In order to remain in the College 
a student must maintain a cumulative average of 
at least 1.5 for the first five semesters and have a 
cumulative average of 1.667 in order to begin 
senior year and to graduate. 

5.2 A student who has incurred three or more 
deficiencies will he required to withdraw from the 
College at the end of the semester in which the 
student has incurred the third deficiency. A stu- 
dent whose cumulative average falls below 2.0 or 
who incurs two deficiencies is automatically on 
academic warning. The Deans of the College shall 
notify any student on academic warning and re- 
quire that student to obtain appropriate academic 
advice. 

5.3 A student who has been required to withdraw 
because of three or more deficiencies may be eli- 
gible for readmission. To be eligible for return a 
student must fulfill the conditions specified by the 
Dean's letter of withdrawal. This will ordinarily 
include the reduction of deficiencies and the at- 
tainment of a minimum grade point average. A 
student who fails to fulfill the specified conditions 
will not be allowed to return to the College. 

5.4 A student who by failure, withdrawal or 
underload lacks the number of courses required 
by his or her status must make up the deficien- 
cies. Students who transfer to Boston College 
with fewer courses credited than required for the 
status assigned by the Admission Office must 
make up these deficiencies in order to graduate 
as scheduled. Deficiencies may be made up by 
taking courses in the summer session or part-time 
division of Boston College or another accredited 
4-year college. All such courses must be approved 
beforehand by an Arts and Sciences Dean and the 
student must earn a minimum grade of C-. With 
special permission, a student may make up defi- 
ciencies by passing additional courses at Boston 



College in a regular academic year. A deficiency 
should be made up as soon as possible after it has 
been incurred. 

5.5 No more than three approved 3 -credit courses 
or their equivalent from any one summer will be 
accepted to make up deficiencies. No more than 
eight approved 3 -credit make-up courses or their 
equivalent will be accepted for degree credit. 

5.6 Appeals on matters of fact involved in required 
withdrawal or readmission are to be made to the 
Associate Deans; their decision, after review of 
such matters, when unanimous is final. Appeals 
on matters of fact where the decision of the As- 
sociate Deans on review is by split vote and ap- 
peals on questions of interpretation of the regu- 
lations involved in required withdrawal or read- 
mission may be carried to the Dean of the Col- 
lege of Arts and Sciences for final adjudication. 

Course Requirements 

6. 1 Students are expected to attend class regularly, 
take tests and submit papers and other work at the 
times specified in the course syllabus by the pro- 
fessor. A student who is absent from class on the 
day of a previously announced test or assignment 
is not entitled, as a matter of right, to make up 
what was missed. Professors may include, as part 
of the semester's grades, marks for the quality and 
quantity of the student's participation in class. 

6.2 A student who must miss class for an extended 
period of time (a week or more) should bring 
documentation of the difficulty to the class Dean. 
The Dean will notify course instructors of the 
reasons for a student's absences and request rea- 
sonable consideration in making up work that has 
been missed, but final arrangements for complet- 
ing course work are entirely at the discretion of 
the course instructor. 

There are situations where a student misses 
too much work and too many classes to be able 
to complete the course satisfactorily. In such cases, 
it is advisable to withdraw. 

6.3 Students are responsible for taking all tests, 
quizzes, and examinations when they are given 
and have no automatic right to be given a make- 
up examination. They are also responsible for 
submitting all written work for a course to the 
instructor by the published deadline. Professors 
are not obliged to accept any work beyond the 
deadline or to grant extensions. 

Leave of Absence 

7.1 A student in good standing who desires to 
interrupt the normal progress of an academic pro- 
gram and to resume studies at Boston College 
within a year may petition for a leave of absence. 
The process begins in the Associate Dean's Of- 
fice. A leave of absence will not ordinarily be 
granted to students who expect to do full-time 
academic work at other institutions, and will usu- 
ally last for no more than one year, although pe- 
tition for extension is possible. 

Academic Honesty 

8. 1 The College expects all students to adhere to 
the accepted norms of intellectual honesty in their 
academic work. Any form of cheating, plagiarism, 
or dishonesty, or collusion in another's dishon- 
esty is a fundamental violation of these norms. It 
is the student's responsibility to understand and 
abide by these standards of academic honesty. 



Cheating is the use or attempted use of unau- 
thorized aids in any exam or other academic ex- 
ercise submitted for evaluation. This includes data 
falsification; the fabrication of data; deceitful al- 
teration of collected data included in a report; 
copying from another student's work; unautho- 
rized cooperation in doing assignments or during 
an examination; the use of purchased essays or 
term papers, or preparatory research for such 
papers; submission of the same written work in 
more than one course without prior written ap- 
proval from the instructor(s) involved; and dis- 
honesty in requests for either extensions on pa- 
pers or make-up examination. Plagiarism is the 
deliberate act of taking the words, ideas, data, il- 
lustrative material, or statements of someone else, 
without full and proper acknowledgment, and 
presenting them as one's own. Collusion is assist- 
ing or attempting to assist another student in an 
act of academic dishonesty. 

As part of their scholarly development, stu- 
dents must learn how to work cooperatively in a 
community of scholars and how to make fruitful 
use of the work of others without violating the 
norms of intellectual honesty. They have a re- 
sponsibility to learn the parameters of collabora- 
tion and the proper forms for quoting, summa- 
rizing, and paraphrasing. Faculty advisors and 
other faculty members can give additional infor- 
mation and instruction in this area. 

A faculty member who detects any form of 
academic dishonesty has a responsibility to take 
appropriate action. The faculty member also has 
the responsibility to report the incident and pen- 
alty to the Department Chairperson and to the 
appropriate class Dean. The report will remain in 
the student's file in the Dean's Office until the file 
is destroyed. 

If the gravity of the offense seems to warrant 
it or if the faculty member prefers that another 
academic authority decide the matter, he/she may 
refer the case to a Dean. In addition, if the stu- 
dent feels that a faculty member's decision is un- 
fair or excessive, he/she may choose to have the 
matter adjudicated by an Associate Dean or by an 
Administrative Board. 

8.2 If an Associate Dean adjudicates the matter, 
he/she will interview the student, the faculty 
member bringing the charge and other appropri- 
ate persons and review all the evidence submit- 
ted by the student and/or faculty member. Any 
appeal from the decision of an Associate Dean 
shall be to the Dean of the College. The student 
must file this appeal in written form within 10 days 
of the date of the Associate Dean's decision. The 
decision of the Dean is final. 

8.3 An Administrative Board shall be composed 
of three people from the College, i.e., an Associ- 
ate Dean, a full-time faculty member, and a stu- 
dent. The faculty member shall be selected by the 
Dean from a list of six faculty members designated 
annually for this purpose by the Educational 
Policy Committee. The student member shall be 
selected by the Dean from a list of six A&S stu- 
dents designated annually for this purpose by the 
student members of the Educational Policy Com- 
mittee. 

A student coming before an Administrative 
Board shall have the right to exercise two chal- 
lenges without cause against the student and/or 
faculty appointees to the Board. 



18 



College of Arts & Sciences • Speclal Academic Programs 



The Board shall submit its recommendations 
to the Dean of the College who shall review the 
report, make a final determination and commu- 
nicate the decision to the student. The decision 
of the Dean is final. 

8.4 Cases of academic dishonesty unrelated to a 
class shall be adjudicated and the penalty deter- 
mined by the Dean of the Class to whom the stu- 
dent belongs. Any appeal from this decision shall 
be to the Administrative Board as described in 8.3. 

8.5 In cases of multiple offenses, or a particularly 
egregious single offense, against academic integ- 
rity the Deans shall impose an appropriate pen- 
alty. This may take the form of suspension or 
permanent withdrawal from the College. 

Procedure of Appeal 

9.1 Students with questions of interpretation or 
petitions for exception from these Regulations, 
apart from those specified in 5.5 above, may sub- 
mit them to an Appeals Board appointed by the 
Educational Policy Committee. 

9.2 A student should resolve problems on the 
manner in which grades have been awarded or on 
the academic practices of an instructor by direct 
and immediate contact with the instructor. In the 
rare case of an unresolved question the student 
should first refer the matter in an informal man- 
ner to the Chairperson or Director of the appro- 
priate department or program. 

9.3 A formal appeal of a course grade, which ought 
not be entered lightly by a student nor lightly 
dismissed by an instructor, should be made no 
later than the sixth week of the following semes- 
ter. In making a formal appeal a student files a 
written statement with the department Chairper- 
son or program Director and thereafter the ap- 
peal is handled in accordance with guidelines ap- 
proved by the Educational Policy Committee of 
the College. Current guidelines are available at 
the Office of the Dean. 

Internal Transfers into Arts and 
Sciences 

10.1 Students in the schools of Education, Man- 
agement and Nursing may apply for transfer to 
the College of Arts and Sciences at the end of their 
freshman year. 

1 0.2 Students transferring into the College of Arts 
and Sciences will ordinarily be expected to have 
a cumulative average of at least 3.0 and no defi- 
ciencies. All students must complete at least 3 
semesters of full-time study in A&S after the 
transfer; previous enrollment in A&S courses will 
not satisfy- this requirement nor will study abroad 
or other special study programs. 

Grade Change 

11.1 Grades submitted by faculty at the end of 
each semester are considered final grades unless 
the faculty member has granted a student an ex- 
tension to finish course work. Such extensions 
should only be granted for serious reasons, e.g., 
illness. Any other grade changes should be made 
only for exceptional reasons. All grade changes, 
including those for extensions, must be submit- 
ted to the Deans for approval no later than 6 
weeks after the beginning of the semester follow- 
ing that in which the course was initiated. Incom- 
plete grades that are not changed within the 6- 
week deadline will become F's and will be con- 
sidered final grades. 



Degree with Honors 

Latin honors accompanying the degrees of Bach- 
elor of Arts and Bachelor of Science are awarded 
in three grades: Summa Cum Laude, with High- 
est Honors, is awarded to the top 4.5% of the 
graduating class; Magna Cum Laude, with High 
Honors, is awarded to the next 9.5% and Cum 
Laude to the next 15%. The percentages are 
based on the student's 8-semester cumulative av- 
erage. 

SPECIAL ACADEMIC PROGRAMS 

The Honors Program 

The Honors Program offers gifted students a 
more integrated and comprehensive liberal arts 
curriculum as an alternative to the regular under- 
graduate Core. About seven percent of entering 
A&S freshmen are invited to join the program 
each year, on the basis of their high-school 
records, recommendations of teachers, and SAT 
scores. Occasionally other students whose perfor- 
mance in freshman year warrants it may be con- 
sidered for admission to the Honors Program for 
sophomore year. They should inquire during sec- 
ond semester at the office in Gasson 102. In or- 
der to remain in the program students must or- 
dinarily maintain a GPA of at least 3.33. 

Students in the Honors Program complete a 
major in one of the regular A&S departments. In 
addition they must satisfy the following Honors 
Program requirements: 

Western Cultural Tradition I-VIII: In freshman 
and sophomore year, stud^' .ts are required to take 
this intensive course, for six credits each semes- 
ter (a total of 24 credits). It substitutes for the 
normal Core requirements in Theology, Philoso- 
phy, English, and (for non-majors) Social Science. 
The contents are the great books of the tradition 
studied in roughly chronological sequence: in 
freshman year Greek and Roman thought, the 
Hebrew Bible and the New Testament, and me- 
dieval culture. In sophomore year the course 
moves from the Renaissance to the 20th century. 
Primary emphasis is on the texts, (this is not a 
survey course). Each section has approximately 1 5 
students, and is conducted as a seminar. Atten- 
dance at class and active participation in discus- 
sion are required. There are frequent paper as- 
signments. 

Junior Honors Seminar: In their junior year 
students take at least one of a number of specially 
designated seminars, which focus in depth on sa- 
lient topics or unfinished questions from the ma- 
terial of the Western Cultural Tradition course. 

Honors Thesis: Seniors are required to write an 
honors thesis (unless they do a Scholar of the 
College project) under the direction of a faculty 
member in any department of the university. The 
thesis is ordinarily done for six credits and extends 
through both semesters of senior year. 

Only students who have fulfilled these re- 
quirements satisfactorily and achieved a GPA of 
3 .3 or higher will have on their permanent records 
the designation that they have "completed the 
requirements of the A&S Honors Program." 

Scholar of the College 

The Scholar of the College Program aims at rec- 
ognizing, encouraging and challenging superior 
scholarly and creative ability. In senior year the 



candidates carry one or two upper-division elec- 
tives while engaged in a Scholar's Project (an 
unusually scholarly or creative piece of work) 
under the direction of a faculty member. Candi- 
dacy in the Scholar of the College Program is 
extended to juniors with a 3.3 average who have 
demonstrated exceptional achievement, maturity, 
scholarly interest or creative skill and have been 
nominated by the Chairperson of the appropri- 
ate department and selected by the Dean of the 
College of Arts and Sciences. Application for can- 
didacy, an outline of the proposed project and 
nominations must be submitted to the Dean by 
mid-November of the junior year if the student 
is a December graduate and mid-April of the jun- 
ior year if the student is a May graduate. Upon 
satisfactory completion of the Scholar's Project 
the candidate is given the distinction of Scholar 
of the College at commencement in May. 

Departmental Honors 

The designation of departmental honors is re- 
served for above-average students who have dem- 
onstrated academic achievement in additional or 
more difficult courses, or by successfully under- 
taking an approved research project, as deter- 
mined by each department. 

Independent Major 

Under usual circumstances, students are advised 
to follow the formal educational programs offered 
by departments. In rare instances, for students 
with special interests that cannot be satisfied in a 
regular major, double major, or a combined ma- 
jor and minor, the Educational Policy Commit- 
tee will approve an interdisciplinary Independent 
Major. Students who wish to apply for an Inde- 
pendent Major must normally have achieved a 
minimum 3.0 grade point average. The student 
must plan, with the aid of a faculty advisor, a pro- 
gram of twelve courses, ten of which must be 
upper-division courses. These will extend over no 
more than three departments and will be selected 
in accordance with a clearly defined unifying prin- 
ciple. This program should be equal in depth and 
coherence to a typical departmental major and 
should include a plan for a final project or paper 
that demonstrates the intellectual coherence of 
the Independent Major and for ongoing assess- 
ment of the program by the student and the ad- 
visor. Each proposed major should be submitted 
to the Dean's Office before March 1 of the 
student's sophomore year. The Dean will then 
present it to the Educational Policy Committee 
for approval. An Independent Major will ordi- 
narily be the student's only major. 

Bachelor of Arts-Master of Social 
Work Program 

The College of Arts and Sciences and the Gradu- 
ate School of Social Work offer a joint degree 
program for a limited number of undergraduate 
psychology and sociology majors. During the 
sophomore year interested students take two pre- 
requisites (Statistics and Introduction to Social 
Welfare) and apply for formal acceptance in the 
Program. They must meet all standard require- 
ments for admission to the Graduate School of 
Social Work and complete all its foundation 
courses by the end of the senior year; at which 
time they receive the B.A. degree. They then en- 
roll as Second Year M.S.W. candidates for their 
fifth and final year. Further information may be 



College of Arts & Sciences • Minors • 19 



obtained from the Graduate School of Social 
Work Admissions Office, McGuinn Hall, the 
Departments of Psychology and Sociology (Mc- 
Guinn), and the Dean's Office (Gasson 109). 

Bachelor's-Master's Program in Arts 
and Sciences 

This is a four-year program offered in conjunc- 
tion with the Graduate School of Arts and Sci- 
ences for students who have at least a 3.3 average 
and who have demonstrated to an exceptional 
degree maturity, ability to work independently 
and knowledge of their chosen field. Under this 
program a student will, upon satisfying the re- 
quirements of both undergraduate and graduate 
schools, be awarded Bachelor's and Master's de- 
grees. Students interested in applying to this Pro- 
gram must present to the Dean of the College of 
Arts and Sciences by the end of the sophomore 
year a formal proposal written in consultation 
with the department Chairperson and a graduate 
faculty advisor in the intended major area. Admis- 
sion to the Program is recommended by the Dean 
to the Graduate School of Arts and Sciences af- 
ter an appraisal of the applicant by the Dean's 
committee of advisors. Such recommendation will 
depend on overall excellence in the student's un- 
dergraduate record and exceptional performance 
in the undergraduate major. 

Further details regarding the proposal format 
and overall Program requirements may be ob- 
tained from A&S Department offices or the Of- 
fice of the Dean. 

Minors in the School of Education for 
Students in Arts and Sciences 

Arts and Sciences students completing minors in 
the School of Education must fulfill all major, 
Core, and elective requirements in the College of 
Arts and Sciences and have credit in at least 32 
Arts and Sciences courses. 

Secondary Education 

Students majoring in Biology, Chemistry, En- 
glish, Foreign Language, History, Mathematics, 
Geology, Physics, or Theology (not for certifica- 
tion) in the College of Arts and Sciences may 
apply to minor in Education. This program be- 
gins in the junior year and interested students 
should contact the Coordinator of Secondary 
Education or the Associate Dean in the School of 
Education during the second semester of the 
sophomore year. Only those students majoring in 
the disciplines listed above may apply for a mi- 
nor in Secondary Education. 

N.B. Students majoring in English have ad- 
ditional requirements. Consult the Secondary 
Handbook and the advisor for these require- 
ments. 

General Education 

Students who have an interest in Education may 
follow a minor of five or six courses with their ad- 
visors' approval. This program does not lead to 
certification but does offer students an introduc- 
tion to programs that could be pursued on the 
graduate level. The following courses constitute 
a minor in Education: Child Growth and Devel- 
opment, Family, School, and Society, Psychology 
of Learning, Classroom Assessment, Working 
with Special Needs Children, Early Childhood 
Development. 



Programs in Computer Science 

There are three courses of study in computer sci- 
ence open to qualified students. Arts and Sciences 
students may either major, minor, or take a con- 
centration in computer science. The major and 
minor programs are described in the College of 
Arts and Sciences section of this Catalog under 
"Computer Science"; the concentration program 
is described under "Computer Science" in the 
Carroll School of Management section. 

Premedical/Predental Program 

The Premedical/Predental Program at Boston 
College is not an academic major, but rather a 
program of study and a system of advising de- 
signed to help students consider carefully the vari- 
ous career opportunities in the health professions. 
The program is overseen by a faculty Advising 
Committee and is chaired by the Premedical/ 
Predental Advisor. 

Medical and dental schools clearly prefer ap- 
plicants who have excelled in a particular field of 
study while demonstrating a high degree of ex- 
cellence in the basic sciences. A premedical or 
predental student at Boston College may there- 
fore select a major in any of the natural or social 
sciences or humanities. He or she, however, is also 
expected to take one full year of each of the four 
basic introductory laboratory sciences (General 
Chemistry, Organic Chemistry, Biology, and 
Physics) and pursue a liberal education within the 
context of the College's Core requirements. Many 
medical and dental schools either recommend or 
require that applicants include one year of Cal- 
culus and one year of English. 

Application to medical or dental schools is 
usually (but not always) undertaken during the 
summer before the beginning of senior year. Since 
the Medical College Admission Test (MCAT) or 
the Dental Admission Test (DAT) and all re- 
quired course work must be completed before 
application, it is strongly recommended that all 
the required courses in science and mathematics 
be completed by the end of the junior year. A basic 
program of study for a premedical or predental 
student includes General Chemistry, Introduc- 
tory Biology, and Calculus freshman year; Or- 
ganic Chemistry sophomore year; and Physics 
junior year. Other program sequences are accept- 
able, however, and may be better suited to a par- 
ticular student's interests and preparation. 

The competition for places in medical and 
dental schools is keen, and applicants to either of 
the professional schools must be concerned with 
presenting the strongest possible credentials for 
admission. Premedical and predental students 
must therefore be prepared to continually evalu- 
ate their interests and achievements. Given the 
competition, some students may wish to research 
other career opportunities within and outside the 
health professions — in addition to medicine or 
dentistry. The Career Center has a supportive 
staff of professionals to help students further ex- 
plore careers in health care and other areas. 

Foreign Study 

The aim of the Foreign Study Program is to en- 
able students to become fluent in a foreign lan- 
guage and better understand a different culture. 
Students wishing to spend a year or a semester 
abroad and transfer the credits earned to their 



Boston College degree must receive approval 
from a Dean and enroll in a program approved 
by the College. To qualify for Dean's approval, a 
student must (1) have a 3.0 average in the major 
and approximately the same in general average, 
(2) have completed a significant number of 
courses in the major and have made substantial 
progress on Core requirements, (3) have the ap- 
proval of the Chairperson of the major depart- 
ment, and (4) have adequate proficiency in the 
language of the country in which he/she plans to 
study. 

Students should begin the application process 
by contacting the Foreign Study Office (Gasson 
1 06) early in their sophomore year. Final approval 
will be given by the Deans on the basis of a 
student's academic record at the end of sopho- 
more year. 

Interdisciplinary Programs 

In addition to the areas of major study offered by 
individual departments, a variety of special pro- 
grams are available. While no one of these is to 
be assumed a major, it is possible, in some of them, 
to develop a major or minor program; all of them 
are designed to provide a coherent grouping of 
courses drawn from various disciplines and fo- 
cused around a specific theme. Through such 
programs, a student can integrate or enrich an 
academic program, even if it is not a major. 

MINORS 

A minor in the College of Arts and Sciences must 
consist of six courses; contain a required course 
of an introductory nature; aim for a coherent 
shape appropriate to the subject matter and offer 
the student courses that give him or her a sense 
of definite movement — from a beginning to a 
middle and an end, from introductory to advanced 
levels, from general treatments to specialized 
treatments, etc. Courses counted toward a major 
may not also count toward a minor. No more than 
one Core course taken as part of a minor can also 
be counted as part of the College Core require- 
ment. Students who are double majoring may not 
minor and no student may have two minors. In 
the case of interdisciplinary minors, the student's 
program must include courses from three A&S 
departments. 

Each minor will be administered by a commit- 
tee, consisting of a Chairperson appointed by the 
Dean, and members who serve at the will of the 
Chairperson. One important function of this 
committee is the advising of students enrolled in 
the minor. 

With the exception of the restrictions noted 
above, minors are open to all Arts and Sciences 
students and the courses prescribed by the re- 
quirements of the minor must be accessible to the 
students. Further information can be found in the 
individual program descriptions below. 

American Studies 

American Studies is an interdisciplinary program 
run by faculty from English, History, Fine Arts, 
Political Science, and Sociology to expose stu- 
dents to a wide range of approaches to American 
culture. Students are encouraged, with faculty 
advisement, to design a minor program which can 
either supplement their major or provide a sepa- 
rate area of study altogether. 



20 • College of Arts and Sciences • Minors 



The general focus of this interdisciplinary 
minor is on American culture past and present, 
specifically analyzing how American culture has 
been shaped by the interaction of race, class, 
ethnicity, and gender and other issues. Courses 
must be selected from the American Studies list, 
revised each semester when the CoRSS listing is 
published and available from the American Stud- 
ies faculty advisors (see below). These are courses 
taught by faculty associated with American Stud- 
ies. Many are either interdisciplinary courses 
which deal with themes of race, class, gender, and 
ethnicity, or are characterized by a multicultural 
or cross-cultural focus. Courses used for fulfill- 
ing the minor must come from outside the 
student's major and from at least two different 
departments. 

Six courses are required for the minor. Three 
of five courses must be clustered around a com- 
mon theme. Thematic clusters in the past have 
included: race in American culture, gender in 
American culture, ethnicity in American culture, 
media and race, media and gender, colonialism 
and American culture, poverty and gender, diver- 
sity in urban culture, and other topics. In the fall 
of the senior year, each student must (as his or her 
sixth course) take the elective designated in the 
previous year as the American Studies seminar. 
This course will also be interdisciplinary in na- 
ture. In 1994-95, the topic of the seminar will be 
American literature and the discourse of social 
movements since the 1960s, taught by Associate 
Dean Carol Hurd Green in the English Depart- 
ment (see the Department listing). 

For further information on the American 
Studies minor, and application forms, see Prof. 
Andrew Buni, History Department (Hovey 
House, x8452), Prof. Alexandra Chasin, English 
Department (x3727), or Prof. James Wallace, En- 
glish Department (x3 7 12). Starting in September 
of 1994, the American Studies Director will be 
Prof. Christopher Wilson, English Department 
(x3719). 

Asian Studies 

The Asian Studies minor enables a student to 
study the language, history and culture of the Far 
East from a number of disciplinary perspectives. 
Requirements are as follows: 

(1) An introductory course, usually SL 263 for 
Eastern Civilizations 

(2) 1 course in Asian history or political structure 
or diplomacy 

(3) 2 courses in an Asian language beyond the el- 
ementary level 

(4) 2 approved elective courses in Asian Studies 
from related areas such as: Philosophy, Theology, 
Political Science, Literature or a second Asian 
language 

One of these electives may be a directed se- 
nior research paper on an approved topic. 

Substitutions for specific requirements of the 
normal program and the application of cross-reg- 
istered courses from neighboring institutions re- 
quire express permission, in advance, from the 
Director. Courses already being credited toward 
a major or toward Core requirements may not 
apply to the minor. 

Further information is available from the Di- 
rector, Prof. M. J. Connolly, Slavic and Eastern 
Languages Department, Carney 236, x3912. 



Biblical Studies 

A special concentration in the Bible for students 
who wish to gain knowledge of the biblical texts, 
of the world out of which the Bible came, and of 
the methods used in modern study of the Bible. 
The minor consists of six courses to be distrib- 
uted as follows: (1) the two-semester Core level 
introduction to the Bible (TH 001-002, Biblical 
Heritage); (2) two upper-level (level one, two and 
three) courses in the interpretation of particular 
books of the Bible or in special topics; (3) two 
elective courses, at any level including courses in 
biblical languages, archaeology, and ancient his- 
tory. 

For more information contact Prof. Anthony 
Saldarini, Theology Department, Carney 419F, 
x3549. 

Black Studies 

Black Studies at Boston College is an interdisci- 
plinary program that offers or cosponsors courses 
in several disciplines. Through courses in history, 
literature, sociology, philosophy, theology, and 
the arts, students may pursue a variety of ap- 
proaches to understanding the Black experience. 
The minor in Black Studies requires six 
courses to be distributed over three departments. 
Students interested in the minor should enroll in 
BK 104-105 (HS 283-284) Afro-American His- 
tory I/II, in their sophomore year. They will 
choose three electives: of the three, one must be 
in either literature or sociology and one must be 
concerned with Africa or with the Caribbean. The 
minor culminates in an interdisciplinary seminar 
or senior project. For further information contact 
Dr. Frank Taylor, Lyons 301, x3238. 

Church History 

The minor is designed to give students an over- 
view of the history of the Christian community, 
its life, thought, structure, and worship, from its 
beginnings to the present day, in introductory- 
level courses. In upper-level courses, the student 
can focus study on the development of the Church 
within a particular era or geographical setting. 
The minor is open to all students, but may be of 
special interest to those interested in history, lit- 
erature, theology, or philosophy. Professors for 
the minor are drawn from the Theology and His- 
tory Departments. 

The normal requirements are (1) a required, 
two-semester introductory survey, TH 150-151, 
The Christian Community: A History (or an ap- 
proved equivalent); (2) two courses approved by 
the Director of the minor program, in either the 
same historical period or in closely related peri- 
ods, e.g., 2 early church history courses, or 1 early 
church history course and 1 medieval course; 2 
Reformation courses, or 1 Reformation course 
and 1 modern European course and 1 American 
course; and (3) two upper-level electives. 

Usually, a student may not use the same 
course to satisfy both major and minor require- 
ments. A student should be aware that if a course 
is not offered in his/her field of interest, many 
faculty will agree to a private course of directed 
readings. The student will choose or be assigned 
an advisor from the faculty affiliated with the 
minor. Professor James Weiss (Theology) is the 
Director of the minor program. Professor Weiss 
is assisted by Profs. Margaret Schatkin, Donald 



Dietrich, Thomas Wangler, Stephen Brown 
(Theology), and Benjamin Braude, Virginia 
Reinburg (History) and others. 

Cognitive Science 

The minor in cognitive science introduces 
students to an exciting new field that tries to un- 
derstand the human mind using ideas from psy- 
chology, linguistics, computer science, philoso- 
phy, anthropology, and biology. The minor pro- 
vides exposure to contemporary and traditional 
approaches to the mind and experience working 
across disciplinary boundaries. 

Requirements for the minor consist of six 
courses from outside a student's major. The foun- 
dation component (three courses) provides gen- 
eral background in several of the disciplines most 
relevant to cognitive science. The specialization 
component (two courses) provides depth of 
knowledge in a particular area. Together with his 
or her advisor, a student selects a pair of courses 
that focuses on one of the following substantive 
areas: language, human cognition (e.g., learning, 
memory, perception), artificial intelligence, or 
philosophy of mind. Other topics (e.g., cognitive 
science of music or humor, cognitive neuro- 
science) can serve as a specialization if an appro- 
priate advisor and courses can be identified. The 
research component (one course) provides a first- 
hand look at how new knowledge is produced in 
cognitive science. Each student carries out a piece 
of research, most often in the context of an inde- 
pendent study or readings and research course 
that includes participation in an informal semi- 
nar designed to encourage interdisciplinary com- 
munication on topics relevant to cognitive sci- 
ence. 

Faculty advising is an integral part of the cog- 
nitive science minor. Before formally declaring 
the minor, students should meet with the Direc- 
tor. At this initial meeting, the Director will re- 
view the list of faculty affiliated with the minor 
and help each student select an advisor based on 
his or her interests within cognitive science. Stu- 
dents then meet with their advisors to design in- 
dividualized programs of study. 

Interested students should contact the Direc- 
tor, Prof. Hiram Brownell, x4145, Department of 
Psychology. 

Faith, Peace and Justice Studies 

Faith, Peace and Justice do not always seem com- 
patible; an unjust peace may breed violence; an 
overzealous faith may attack the civil rights of 
non-believers. Still, theJudeo-Christian and other 
major faith traditions attest to the power of God 
to heal worldly divisions and promise various 
forms of reconciliation to earthly strife. How 
these attestations and promises relate to the work 
for peace and justice is the question this minor is 
organized to explore. In this way, the academic 
discipline serves those who hope that their own 
faith and the desire to live it more intelligently 
may contribute to peace and justice in the world. 
Faith, Peace and Justice minors are given the 
opportunity and challenge to design their own 
interdisciplinary program of studies. This pro- 
gram, assembled by the student with advice of an 
FPJ faculty advisor and requiring the approval of 
the FPJ Director, follows a sequence of three 
stages: (1) general introduction, (2) structured 



College of Arts & Sciences • Minors • 21 



exploration, (3) integrative synthesis. The intro- 
duction is provided by UN 160, The Challenge 
of Justice. Integrative synthesis is accomplished 
during the senior seminar, UN 590. In between, 
exploration is structured by the student's choice 
of one course in each of the following areas: ( 1 ) 
Information and/or Interpretations on the Hu- 
man Condition; (2) Foundations in Faith for 
Peace and Justice; (3) Resources for Maintaining 
Order or Promoting Change; (4) Methods for 
Reconciling Conflicting Claims and Forces. 

Faculty advisement and consent of the FPJ 
Director are aimed at guiding the student's 
choices of courses toward the formation of a 
meaningful cluster of four courses. This cluster 
is the foundation for each student's senior project. 

For more information contact the Director, 
Prof. Matthew Mullane, Gasson 109 (x3886). 

Film Studies 

The Film Studies Program assists students in 
developing critical and technical skills in the area 
of film. Video, photography, and television also 
play a supportive role in the development of these 
skills. 

As a part of the Film Studies program a stu- 
dent can pursue any of the electives dealing with 
the above aspects of communications. The Film 
minor, a joint undertaking of the Fine Arts and 
the Communication Departments, is composed 
of six courses: three required (Filmmaking I, His- 
tory of European Film, and a Communication's 
course: Survey of Mass Communication, Broad- 
cast Programming, Media Effects Theory, or 
Film as Communication) and three electives from 
the areas of production, film criticism and 
history, communications, and photography. 
These courses can be taken over a four-year pe- 
riod in any order convenient to the student's 
schedule. 

Students interested in the Film Studies Pro- 
gram or Film minor can contact Prof. John 
Michalczyk in Devlin 420 (Fine Arts Depart- 
ment). 

German Studies 

The minor in German Studies offers an interdis- 
ciplinary approach to the language and cultures 
of Germany, Austria and Switzerland. The fore- 
most goal of the program is to provide partici- 
pants with a broad, yet in-depth understanding of 
the various contributions which German-speak- 
ing civilization has made — from the early Middle 
Ages up to the present — to the development of the 
Western world. Among the disciplines that may 
be studied are the literature, art, music, history, 
theology and philosophy of the German world. 
Students wishing to minor in German Stud- 
ies are required to complete six one-semester 
courses. Of these six electives, a minimum of three 
upper-level courses (at least one of which must be 
conducted in German) is required within the 
Department of Germanic Studies; one of these 
three courses will be GM 242 (Germany East and 
West: The Contemporary Cultural Scene). The 
remaining three courses may be chosen — in con- 
sultation with the Director of the minor — from 
the relevant offerings of at least two of the follow- 
ing departments: history, music, theology, fine 
arts and philosophy. Such courses, which should 
focus upon subjects related to German culture, 
will include (but are not limited to) the following: 



HS 143 (Adolf Hitler and the Third Reich), HS 
441-442 (Rise of Modern Germany), MU 222 
(Symphony), MU 221 (Concerto), MU 265 
(Amadeus: Mozart and Myth), PL 4 1 9 (Kant and 
Hegel), PL 42 1 (Nietzsche-Prophet of Nihilism), 
PL 338-339 (The Heidegger Project), PL 429 
(Freud and Philosophy), PL 448 (Kant's Critique), 
PL 456 (The Holocaust: A Moral History), PL 
561 (Freud and Phenomenology), PL 613 (Marx's 
Grundrisse), PL 632 (The Later Heidegger), PL 
634 (The Philosophy of Jiirgen Habermas), TH 
529 (Nietzsche and Christianity). 

Students who are already pursuing a double 
major will not be accepted into the German Stud- 
ies minor. Planning and fulfilling the minor in 
German Studies require the final approval of the 
Director of the minor. Finally, students are en- 
couraged to consult with the Director concern- 
ing opportunities for study abroad during their 
junior year at a German or Austrian university. 
Interested students are asked to contact the Di- 
rector of the minor, Prof. Gert Bruhn (Depart- 
ment of Germanic Studies, Carney Hall 357, 
x3742). 

International Studies 

International Studies is an interdisciplinary field 
combining work in several departments and pro- 
fessional schools that includes cultural, political, 
and economic relations among nations, interna- 
tional organizations, multinational corporations, 
private international institutions, and broader 
social or political movements. Its purpose is to 
help students carefully design their own program 
around a central theme focusing on an interna- 
tional issue or problem, a theoretical question, or 
a geographic region. The program provides back- 
ground for careers in government, business, non- 
profit organizations, international institutions and 
journalism, as well as for graduate study. 

Entering students must submit to Professor 
David Deese (Political Science) for approval a 
two- or three-page typed explanation of the logic 
of their choice of courses, indicating the geo- 
graphical, issue oriented or theoretical focus of the 
program of study. They must take six pre-ap- 
proved courses from at least three different de- 
partments or schools, including: (1) two theoreti- 
cal, comparative, or thematic courses, (2) two re- 
gional or area studies' courses, with at least one 
focused on third world nations, and (3) the 
completion of a substantial paper on an approved 
topic prepared in a readings and research course 
or seminar that is taken as one of the six required 
courses. A course may not fulfill a requirement 
both in a student's major and in this minor. An 
independent major in international studies is also 
available for students who are strongly commit- 
ted to this field. 

For enrollment in the minor read carefully the 
flyer available in the Political Science Department 
(McGuinn 201), complete the enrollment form, 
including the preliminary list of six courses, and 
contact: Prof. David Deese, Political Science 
Department, McGuinn 217 or his assistant at 
x2096. For information and assistance you may 
also consult Profs. Robert Murphy, Economics 
Department, Carney 333, x3688, Paul Gray, So- 
ciology Department, McGuinn 41 7, x4140, David 
Northrup, History Department, Carney 169, 
x3792, and Dean Carol Hurd Green, Gasson 109, 
x3283. 



Irish Studies 

Irish Studies offers an interdisciplinary approach 
to the culture and society of Ireland. Individual 
courses cover the areas of social, political, and 
economic history, literature, drama and theater, 
medieval art, sociology, and the Irish language. In 
addition, there are several courses that are jointly 
taught by faculty from various disciplines. These 
include a three-semester sequence of courses in- 
tegrating the history and literature of Ireland from 
the eighteenth to the twentieth centuries. 

Irish Studies offers a junior year Irish Studies 
Program at University College, Cork, which pro- 
vides exposure in areas of Irish ethnography, folk- 
lore, and anthropology. Interested students 
should apply to the Foreign Study Office and see 
Professor Adele Dalsimer, English Department, 
or Professor Kevin O'Neill, History Department. 

The Abbey Theatre Summer Workshop con- 
sists of an intensive five weeks of classes, lectures, 
and demonstrations by members of the Abbey 
Theatre Company in acting, directing, produc- 
tion, and management, culminating in the stag- 
ing of an Irish play. There will also be lectures in 
the history of Irish theater. Interested students 
should apply to Professor Philip O'Leary, English 
Department before March 1. Registration for this 
program takes place in the fall semester only. 

Students minoring in Irish Studies are eligible 
for the Maeve O'Reilly Finley Fellowship to be 
used for graduate study in Ireland. This fellow- 
ship will be awarded annually to an Irish Studies 
Minor. 

Students interested in the Irish Studies Pro- 
gram should contact Prof. Adele Dalsimer, En- 
glish Department, x3723, or Prof. Kevin O'Neill, 
History Department, x3793. 

Italian Studies 

The minor in Italian Studies, an interdisciplinary 
program created by the Departments of Fine Arts, 
History, and Romance Languages, invites stu- 
dents to learn about the important role that the 
people of the Italian peninsula have played in the 
development of Western civilization. Courses 
cover Italy's social, economic and political history 
from the 11th century to the present; a broad 
range of studies on the developments in painting, 
sculpture and architecture from Early Medieval 
times to the present, Italian Film, and the study 
of the great works of Italian literature. 

Six one-semester courses are required, two in 
literature, two in history, and two in art history. 
One of the six courses will be the introductory 
course, Italy: Art, Literature, and History (FA 
396/HS 380/RL 3 14), which may be credited to 
the department of the student's choice. 

Students will be required to select elective 
courses in consultation with members of the Ital- 
ian Studies Committee Prof. Scott Van Doren, 
History, x3 166; Josephine von Henneberg, Fine 
Arts, x8595; Rena Lamparska, Romance Lan- 
guages, x3824 and coordinate their choice 
with the Director of the Program, Prof. Rena 
Lamparska. 

Substitutions for specific program require- 
ments and the application of cross-registered 
courses from neighboring academic institutions 
require express permission in advance from the 
Italian Studies Committee. Courses already be- 



22 • College of Arts & Sciences • Minors 



ing used for a major may not apply also to the 
Italian Studies minor. Students who are double 
majoring or who already have a major and another 
minor will not be accepted. 

For further information, contact Prof. Rena 
A. Lamparska, Department of Romance Lan- 
guages and Literatures, Lyons Hall 307C, x3824. 

Medieval Studies 

The Middle Ages, the thousand-year period from 
the end of the Roman Empire to the Renaissance, 
produced Thomas Aquinas and Dante, Becket 
and Chaucer, knights and chivalry, cathedrals and 
universities; these centuries are the focus of the 
interdisciplinary program in Medieval Studies. 
Students may investigate all the expressions of 
medieval society and its culture in courses in 
medieval history, philosophy, theology, art his- 
tory, languages, and literature. 

The normal course of study for this minor- 
six one-semester courses, HS 165-166 Medieval 
European History I/II and any four semesters of 
the following courses, of which two must belong 
to the same course sequence: FA 22 1-222 Art of 
the Medieval World I/II, PL 340-341 Philoso- 
phy in the Middle Ages I/II and two courses in a 
language or literature of the Middle Ages. 

Additional elective courses may be found un- 
der the appropriate departmental listings (Clas- 
sical Studies, English, Fine Arts, Germanic Stud- 
ies, History, Philosophy, Romance Languages 
and Literatures, Slavic and Eastern Languages, 
and Theology), and may be chosen with the ad- 
vice of a member of the Medieval Studies Com- 
mittee. 

Students who wish to obtain further informa- 
tion or to register for this program should con- 
tact the Director, Prof. Laurie Shepard, Lyons 
311,x8269. 

Middle Eastern Studies 

This program emphasizes the interdisciplinary 
study of the Middle East from the rise of Islam in 
the seventh century to the present. Through a 
sequence of courses it offers preparation in 
Middle Eastern Studies useful for careers such as 
journalism, diplomacy, business, social service as 
well as graduate programs of academic and pro- 
fessional training. It promotes and encourages 
lectures and discussions on the Middle East for 
the benefit of the entire Boston College commu- 
nity. It also acts as a center for information on 
academic travel and study in the region. Courses 
cover both the social, economic, political, cultural, 
and religious heritage as well as contemporary 
developments in their regional and world settings. 
We alert students to courses in the languages, lit- 
eratures, and religions of the Middle East offered 
by the Departments of Theology and Slavic and 
Eastern Languages and by Boston University, 
Brandeis University, Hebrew College, and Tufts 
University for Boston College credit under the 
Cross Registration Program. Detailed descrip- 
tions may be found under the appropriate depart- 
mental listings. 

Students interested in the program should 
contact Prof. Benjamin Braude, History Depart- 
ment, Carney 172, x3787. 

Modern Greek Studies 

The minor in Modern Greek Studies aims at pro- 
siding a framework for students who, in addition 



to their major in another field, want to gain some 
expertise in the language, culture, literature, and 
history of contemporary Greece. 

Today's Greece claims its heritage from the 
glory of its ancient civilization and the long-last- 
ing strength of the Byzantine Empire. Greece is 
now particularly appropriate for study because — 
located on the crossroads between Europe and the 
Near and Middle East, and bordered by countries 
until recently considered behind the Iron Cur- 
tain — it is also a member of the European Eco- 
nomic Community. This community of nations 
(planning to eliminate internal trade barriers) will 
challenge the United States and Japan for world- 
wide economic supremacy. 

The minor should be of special interest to the 
large Boston College undergraduate population 
of Greek descent because it offers to those stu- 
dents an academic presentation of their heritage. 
To all students it grants the opportunity to 
broaden their expertise and test the approaches 
of their major field of concentration by applying 
them to the special case of modern Greece. 

The requirements for the minor in Modern 
Greek Studies, six one-semester courses are as 
follows: (1) an introductory level course entitled 
Introduction to the Modern Greek World; (2) 
two courses in Modern Greek language; (3) two 
approved electives (the choice is to be determined 
by consultation with a departmental advisor) in 
history or literature; and (4) an advanced seminar 
or independent study in readings and research, 
during which a senior paper will usually be writ- 
ten. 

Some of the requirements under (2) and (3) 
may be fulfilled through study at a recognized 
program in Greece (for further information con- 
tact the Foreign Studies Program or the Depart- 
ment of Classical Studies). Specific courses in the 
Modern Greek Program are listed as follows: CL 
061, Elementary Modern Greek, CL 101, Intro- 
duction to the Modern Greek World, and CL 
290, Computers and Modern Greek. Detailed 
descriptions may be found under the appropriate 
departmental listings. 

For further information contact the Director 
of the minor in Modern Greek Studies, Prof. 
Eugene Bushala, Department of Classical Stud- 
ies, Carney 124, x4935. 

Russian and East European Studies 

The Russian and East European Studies minor 
requires six approved courses, distributed as fol- 
lows: 1 introductory course (usually HS 2 72/PO 
438 Introduction to Russian, Soviet and East Eu- 
ropean Studies); 1 additional course in Russian or 
East European history or politics; 2 courses in 
Russian or another East European language at the 
intermediate or upper-division level; 2 approved 
elective courses from related areas such as: Phi- 
losophy, Theology, Economics, Education, litera- 
ture or language, Political Science, History, Art 
History or Film Studies. One of these electives 
may be a directed senior research paper on an 
approved topic. 

Substitutions for specific requirements in the 
normal program and the application of cross-reg- 
istered courses from neighboring institutions re- 
quire express permission in advance from the 
Director. Courses already being credited toward 
a major or toward Core requirements may not 



apply to the minor. Further information is avail- 
able from the Director, Prof. M. J. Connolly, 
Slavic and Eastern Languages Department, Car- 
ney 236, x3912. 

Women's Studies 

The Women's Studies Program is an interdisci- 
plinary forum for the study of women's past and 
present position in society. Women's Studies 
analyzes the differences among women as a result 
of such factors as race, class, religion, and sexual- 
ity. The concept of gender relations is considered 
a primary factor in our understanding of women's 
roles in various institutions and societies. The 
Women's Studies Program offers an interdiscipli- 
nary minor that consists of two required courses: 
Introduction to Feminisms (EN 125, PS 125, SC 
225), and Advanced Colloquium in Women's 
Studies (EN 593), plus four additional courses 
(selected from a range of disciplines). 

If you would like more information, advise- 
ment concerning courses in the Women's Stud- 
ies Minor, or would like to officially register for 
the Minor, please contact Prof. Alex Chasin in 
519C McGuinn (x8528). You may decide to mi- 
nor in Women's Studies any time prior to gradu- 
ation provided that the requisite scope and num- 
ber of courses have been completed with satisfac- 
tion. 

INTERDISCIPLINARY PROGRAMS 

Center for East Europe, Russia and 
Asia (CEERA) 

The Center's programs encourage faculty and 
students to participate in interdepartmental en- 
deavors on both the graduate and undergraduate 
levels. Participating faculty come from the De- 
partments of Fine Arts, History, Philosophy, 
Political Science, Slavic and Eastern Languages, 
and Theology, and offer over sixty academic 
courses connected with the study of the culture, 
history and political life of East Europe, Russia 
and Asia. Faculty members offer an interdiscipli- 
nary course, HS 272 (PO 080), Introduction to 
Russian, Soviet and East European Studies, 
which provides the student with the key themes, 
theories, and approaches necessary for further 
detailed study of Russia, the USSR, and the East 
European states. 

CEERA also sponsors talks and symposia on 
topics of interest. 

Undergraduate students may also earn a cer- 
tificate of proficiency from the Center. Certificate 
requirements and other information of the opera- 
tion of the Center are available from Prof. 
Raymond T. McNally, Director (History) Car- 
ney 171. 

Environmental Studies 

The Environmental Studies Program assists stu- 
dents in the design of interdisciplinary projects 
and programs dealing with environmental mat- 
ters. Through it, students have access to environ- 
mental facilities and resources at fourteen area 
institutions. 

Students in the Environmental Studies Pro- 
gram must major in a specific discipline. They 
may, however, develop a related concentration in 
environmental studies by choosing relevant 
courses from the offerings of various departments 
on the BC campus and, in some instances, on the 



College of Arts & Sciences • Senior Awards and Honors • 23 



campuses of those institutions that have consortial 
arrangements with Boston College. Credit can 
also be obtained for independent study and in- 
ternships with various environmental groups, 
both government and private. The Environmen- 
tal Program sponsors, occasionally, special pro- 
grams aimed at increasing environmental aware- 
ness. Those interested in pursuing studies in this 
area should contact Prof. George Goldsmith, 
Higgins466, (x3879). 

The Immersion Program in Foreign 
Languages 

The Department of Romance Languages and 
Literatures offers interdisciplinary programs in 
which students may take required or elective 
courses in French or Spanish. Students in the 
French program may choose course in the areas 
of business, fine arts, history, literature, philoso- 
phy, political science and theology; students in the 
Spanish segment may choose from business, fine 
arts, history and literature. For additional infor- 
mation about the Immersion Program, students 
may contact the Director, Katharine Hastings, or 
the Co-Director, Prof. James Flagg. 

AREAS OF MAJOR STUDY 

The philosophy and objective of each major are 
presented, along with specific course require- 
ments. These requirements include the number 
of courses, as well as specific courses or distribu- 
tion requirements necessary for the major. They 
may also include requirements for achieving de- 
partmental honors. Students are subject to the 
major requirements as published for the year in 
which they entered Boston College. 

In a liberal arts college, the major is not only 
a path to some future profession, but is itself, to- 
gether with Core courses, and electives taken in 
other areas, a liberal arts experience. A major is a 
systematic concentration of courses taken in a 
given academic discipline that enables a student 
to acquire a more specialized knowledge of the 
methodologies used in the discipline, their ori- 
gins, their possibilities and limitations, and the 
current state of the art. This is done by means of 
a hierarchical sequence of courses or by appropri- 
ate distribution requirements. Attention is to be 
given to the history of the discipline, its various 
methodologies and research tools, and to its vari- 
ous subfields, and the areas of concern in which 
the discipline is presently involved. 

SENIOR AWARDS AND HONORS 

Scholar of the College: For unusual scholarly and/ 
or creative talent as demonstrated in coursework 
and the Scholar's Project. Candidates for Scholar 
of the College are nominated by the department 
Chairperson and selected by the Dean in their 
junior year. 

Order of the Cross and Crown: For men and 
women who, while achieving an average of at least 
3.5, have established records of unusual service 
and leadership on the campus. 

Bapst Philosophy Medal: For overall outstand- 
ing performance in philosophy courses. 

Andres Bello Award: For excellence in Spanish. 

George F. Bemis Award: For distinguished ser- 
vice to others. 



Albert A. Bennett Award: For a high level of 
mathematical achievement and interest in and 
desire for a career in teaching. 

Wendy Berson Award: For excellence in Ro- 
mance Languages. 

Alice Bourn euf Award: For excellence in Eco- 
nomics. 

Francis A. Brick Award: For outstanding char- 
acter, loyalty, leadership, and scholarship during 
four years at Boston College. 

Brendan Connolly, S.J. Award: For outstanding 
love of books and learning. 

Matthew Copithome Scholarship: For a gradu- 
ating senior who exhibits exemplary qualities of 
character, industry and intelligence and plans to 
do graduate study at Harvard or M.I.T. 

Cardinal CushingAward: For the best creative 
literary composition published in a Boston Col- 
lege undergraduate periodical. 

The Joseph Dever Fellowship: For a graduating 
senior who shows promise of a career in writing. 

The John Donovan Award: Given to the student 
who has written the best paper for a sociology 
course. 

Patrick Durcan Award: For overall outstand- 
ing performance in history courses. 

Maeve 'Reilly Finley Fellowship: For a gradu- 
ating senior or Boston College graduate student 
who has demonstrated outstanding achievement 
in Irish Studies and who will enter an Irish uni- 
versity graduate program. 

Mary A. and Katherine G. Finneran Commence- 
ment Award: For outstanding success in studies 
while also devoting time and talents to other ac- 
tivities for the enrichment of the college and stu- 
dent life. 

Thomas I. Gossan, S.J. Award: For a distin- 
guished academic record over four years. 

General Excellence Medal: For general excel- 
lence in all branches of studies during the entire 
four years at Boston College. 

Princess Grace of Monaco Award: For excellence 
in French. 

Janet Wilson James Essay Prize: For an out- 
standing Senior Essay in the area of Women's 
Studies. 

William A. Kean Memorial Award: To the out- 
standing English major. 

William J. Kenealy, S.J. Award: For distinction 
in both academic work and social concern. 

Mark J. Kennedy Medical Scholarship: For a stu- 
dent who has been accepted to a medical school 
and who has been outstanding in character, lead- 
ership and scholarship. 

Joseph M. Larkin, S.J. Award: Presented annu- 
ally to the senior member of the Boston College 
Dramatics Society who has most clearly exhibited 
the qualities of dedication and integrity exempli- 
fied by the life and career of Rev. Joseph M. 
Larkin, S.J. 

Allison R. Macomber,Jr. Award in the Fine Arts: 
For outstanding work in the Fine Arts. 

Richard and Marianne Martin Award: For ex- 
cellence in Art History and Studio Art. 

John IV. McCarthy, S.J. Award: For the out- 
standing project in the sciences and in the hu- 
manities and social sciences under the Scholar of 
the College Program. 

Albert McGuinn, S.J. Award: For excellence in 
a science or mathematics major combined with 



achievement — either academic, extracurricular, 
or a combination of both — in the social sciences 
or humanities. 

Henry J. McMahon Award: For a graduating 
senior who has been accepted at a law school and 
has been distinguished by scholarship, loyalty, and 
service to the College. 

John F. Norton Award: To the student who best 
personifies the tradition of humanistic scholar- 
ship. 

Cardinal 'Connell Theology Medal: For over- 
all outstanding performance in theology courses. 



24 • College of Arts & Sciences • Biochemistry 



Biochemistry 



The interdisciplinary major in Biochemistry, ad- 
ministered jointly by the Chemistry and Biology 
Departments, proyides the student with a broad 
background in Biochemistry and related courses 
in Chemistry and Biology. This major is intended 
for those interested in the more chemical and mo- 
lecular aspects of the life sciences. The minimum 
requirements for the Biochemistry Major are the 
following: 

• Two semesters of General Chemistry and 
laboratory 

CH 109-1 10 (or CH 117-118) lecture 
CH 111-112 (or CH 119-120) laboratory 

• Two semesters of Introductory Biology 
BI 200-202 lecture 

• Two semesters of Biology Laboratory 

BI 307 Laboratory Basis of Biological 
Investigations 

BI 308 Laboratory in Molecular Biology & Ge- 
netics 

• Two semesters of Organic Chemistry and 
laboratory 

CH 23 1-232 (or CH 241-242) lecture 
CH 233-234 (or CH 243-244) laboratory 

• Two semesters of Molecular Cell Biology and 
Genetics 

BI 304-305 lecture 

• One semester of Analytical Chemistry and 
laboratory 7 

CH 351 lecture & laboratory 

• One semester of Physical Chemistry 
CH 473 lecture 

• Two semesters of Biochemistry/Molecular 
Biology 

CH 561-562 Biochemistry I & II lecture; or 
BI 435 & BI 440 Biological Chemistry, Molecu- 
lar Biology lecture 

• One semester of Biochemistry laboratory 
BI 480 or CH 563 laboratory 



• Two advanced electives from the following 
list: 

CH 564 Physical Methods in Biochemistry 

CH 565 Structure and Function of Nucleic Ac- 
ids 

CH 566 Bioinorganic Chemistry 

CH 567 Protein Structure and Function 

CH 569 Enzyme Mechanisms 

CH 570 Introduction to Biological Membranes 

CH 582 Advanced Topics in Biochemistry 

BI 406 Cell Biology 

BI 454 Introduction to the Literature of Bio- 
chemistry 

BI 474 Principles of Metabolism 

BI 506 Recombinant DNA Technology 

BI 515 Biophysical Chemistry 

BI 556 Developmental Biology 

BI 558 Neurogenetics 

BI 570 Biology of the Nucleus 

In addition to the above the following courses are 
also required: 

• Two semesters of Physics with laboratory 
PH 211-212 lecture and laboratory 

• Two semesters of Calculus 
MT 100-101 lecture 

Students are also strongly urged to engage in a Se- 
nior Research project under the direction of a 
faculty member involved in biochemical research. 
This year-long project may replace the require- 
ment for Biochemistry Laboratory (BI 480 or CH 
563). 

BI 463-464 Research in Biochemistry* 
CH 593-594 Introduction to Biochemical Re- 
search* or (BI 399, CH 399) Scholar of the Col- 
lege* 

*With approval of Professor Kantrowitz 
(Merkert 239) or Professor Annunziato (Higgins 
422) 



COURSE SEQUENCE 

First Year 

• General Chemistry (CH 109-1 10 or CH 
117-118) with laboratory 

• Calculus (MT 100-101) 

• Introductory Biology (BI 200-202) 
Second Year (Fall) 

• Physics (PH 2 1 1) with laboratory 

• Organic Chemistry (CH 231 or CH 241) with 
laboratory 

• Molecular Cell Biology and Genetics (BI 304) 

• Laboratory Basis of Biological Investigations (BI 

307) 

Second Year (Spring) 

• Physics (PH 212) with laboratory 

• Organic Chemistry (CH 232 or CH 242) with 
laboratory 

• Molecular Cell Biology and Genetics (BI 305) 

• Laboratory in Molecular Biology and 
Genetics (BI 308) 

Third Year (Fall) 

• Biological Chemistry (BI 435) or Biochemistry 
I(CH561) 

• Analytical Chemistry (CH 351) 
Third Year (Spring) 

• Molecular Biology (BI 440) or Biochemistry II 
(CH 562) 

• Physical Chemistry (CH 473) 

Fourth Year 

• Biochemistry Laboratory (BI 480 or CH 563) 

• Two advanced electives 

For additional information, contact either Profes- 
sor Kantrowitz (Merkert 239) or Professor 
Annunziato (Higgins 422). 



B 



i 



o 



L 



O 



Y 



FACULTY 

Walter J. Fimian Jr., Professor Emeritus; A.B., 
University of Vermont; M.S., Ph.D., University 
of Notre Dame 

Yu-Chen Ting, Professor Emeritus; A.B., Na- 
tional 1 lonan University; M.S., University of 
Kentucky; M.S. A., Cornell University; Ph.D., 
Louisiana State University 

Maurice Liss, Professor; A.B., Harvard Univer- 
sity; Ph.D., Tufts University School of Medi- 
cine 

Thomas N. Seyfried, Professor; B.A., St. 
Francis College; M.S., Illinois State University; 
Ph.D., University of Illinois 

Jolane Solomon, Professor; A.B., Hunter Col- 
lege; \ \1., Ph.D., Radcliffe College 

Anthony T. Annunziato, Associate Professor; 



B.S., Boston College; M.S., Ph.D., University 
of Massachusetts, Amherst 

Grant W. Balkema, Associate Professor; B.S., 
Ph.D., Purdue University 

William J. Brunken, Associate Professor; B.S., 
Long Island University; Ph.D., State University 
of New York, Stony Brook 

Mary Kathleen Dunn, Associate Professor; B.A., 
University of Kansas; M.A., Michigan State 
University; Ph.D., University of North Caro- 
lina at Chapel Hill 

James J. Gilroy, Associate Professor; B.S., Uni- 
versity of Scranton; M.S., Catholic University; 
Ph.D., University of Maryland 

Jonathan J. Goldthwaite, Associate Professor; 
B.S., University of Massachusetts, Amherst; 



Ph.D., University of California, Berkeley 

Joseph A. Orlando, Associate Professor; B.S., 
Merrimack College; M.S., North Carolina 
State College; Ph.D., University of California, 
Berkeley 

William H. Petri, Associate Professor; Chairper- 
son of the Department; A.B., Ph.D., University 
of California, Berkeley 

Donald J. Plocke, S.J., Associate Professor; B.S., 
Yale University; A.M., Boston College; Ph.D., 
Massachusetts Institute of Technology 

R. Douglas Powers, Associate Professor; A.B., 
SUNY; Ph.D., Syracuse University 

Allyn H. Rule, Associate Professor; B.S., Central 
Connecticut College; A.M., Ph.D., Boston 
University 



College of Arts & Sciences • Biology • 25 



Chester S. Stachow, Associate Professor; B.S., 
M.S., Ph.D., University of Manitoba 

Thomas Chiles, Assistant Professor; B.S., Ph.D., 
University of Florida 

Donna Maire Fekete, Assistant Professor; B.S. 
University of Vermont; Ph.D., Harvard Uni- 
versity 

Charles S. Hoffman, Assistant Professor; S.B., 
Massachusetts Institute of Technology; Ph.D., 
Tufts University 

Robert J. Wolff, Senior Lecturer; B.A. Lafayette 
College, Ph.D., Tufts University. 

PROGRAM DESCRIPTION 

The goal to be attained by the student is knowl- 
edge and understanding of the fundamentals of 
biological science. The biology program provides 
a foundation for advanced study in various basic 
and applied areas of biology. These include the 
health-related professions as well as a diversity of 
other careers. Formal course offerings, laboratory 
work, and individual research projects under the 
guidance of a faculty advisor offer the student 
opportunity for individual initiative and creativ- 
ity. 

Requirements: One year each of general chem- 
istry (CH 1 09- 1 1 0), organic chemistry (CH 231- 
232), and physics (PH 211-212), each with the 
accompanying laboratory course, and one year of 
calculus (MT 100-101). Within the Department 
the course requirements are Introductory Biology 
(BI 200-202), Molecular Cell Biology and Genet- 
ics (BI 304-305), two semesters of laboratory 
courses: BI 307 (Laboratory Basis of Biological 
Investigation) and BI 308 (Laboratory in xVlolecu- 
lar Biology & Genetics) and five upper division 
biology electives. Starting with the class of 1998, 
Biology majors are advised to enroll in BI 200- 
202 in their freshman year and in BI 304-305 and 
BI 307-BI 308 in their sophomore year. This 
schedule allows majors to take maximum advan- 
tage of the opportunities in undergraduate re- 
search that are available to juniors and seniors and 
to have maximum flexibility in choosing upper- 
division electives. For this reason majors are given 
preference if seating becomes limited in these 
courses. 

Entering students who wish to major in biol- 
ogy but whose background preparation in science 
may be insufficient can postpone BI 200-202 un- 
til the sophomore year; however, there are disad- 
vantages in doing this, and such a decision should 
be carefully discussed with a departmental advi- 
sor before implementation. Transfer students and 
students changing majors can begin the biology 
major in the sophomore year if courses are care- 
fully planned in consultation with a departmen- 
tal advisor. Majors in the classes of 1995 through 
1997 who are taking BI 200-202 after the fresh- 
man year should take the BI 307 laboratory, the 
new two-credit course offered in the fall, that is 
currently replacing the discontinued BI 201-203, 
one-credit laboratories. Students needing special 
help in planning, scheduling or replacing discon- 
tinued courses should contact the department 
offices at 617-552-3540. 



Five additional upper-division elective courses 
in biology (400 and 500 level), exclusive of Semi- 
nars and Tutorials, complete the minimal require- 
ments for the major. Typically, for the purposes 
of this requirement, undergraduate research 
courses (BI 461-467) and graduate courses at the 
600 level or higher do not count as upper division 
electives. However, in certain limited cases-with 
the recommendation of the faculty advisor and the 
prior permission of the department Chairperson- 
two or more semesters of research may be allowed 
to substitute for one upper-division elective. Stu- 
dents are generally advised to take additional 
courses in biology and related areas. Those plan- 
ning to pursue graduate studies and research in 
the biological sciences should consult departmen- 
tal advisors regarding additional courses to take 
to prepare for graduate school. 

Those interested in emphasizing the field of 
biochemistry in their studies should consider the 
interdepartmental biochemistry major described 
in the preceding section of this catalog. 

Research Opportunities for 
Undergraduates 

Research is a fundamental aspect of university 
science study and the Biology Department en- 
courages interested majors to take advantage of 
the many undergraduate research programs avail- 
able. There are a variety of research programs and 
one can start as early as the freshman year. Op- 
portunities with a variety of levels of commitment 
are available, from single-semester courses to 
projects involving four semesters or more. Usu- 
ally, students are advised to spend at least 2 se- 
mesters on a research project. 

Undergraduate Research: (BI 461-462), is 
typically a six-credit, two-semester commitment 
where students work on ongoing research projects 
in laboratories with other students under faculty 
guidance. Projects can be extended for a second 
year under Advanced Undergraduate Research 
(BI 465-467) and enriched by the addition of the 
Tutorial in Biology (BI 490). 

Scholar of the College: (BI 399) is a 9 to 12 
credit commitment over two semesters. This 
highly competitive program, which requires the 
Dean's approval, is designed for ambitious and 
talented undergraduates who are interested in 
devoting a major portion of their senior year to 
scholarly, state-of-the-art research of a quality 
that can lead to publication. Students define, de- 
velop and research their own projects with close 
faculty supervision. Completion of a written re- 
search thesis is required. Although not required, 
Scholar's applicants may have taken BI 461-462 
or BI 465-467 previously. 

Undergraduate research projects may involve 
almost any area of biology. Currently major fac- 
ulty research work centers in the fields of cellular 
and molecular biology, neurobiology and physi- 
ology, developmental biology and gene expres- 
sion, biochemistry and immunology. For a pam- 
phlet describing specific areas of faculty research, 
or for information on enrolling in the above 
courses, contact your faculty advisor or the De- 
partment office. 

The Sonntag Institute for Cancer Research 
also offers selected biology undergraduates the 
opportunity to conduct independent and super- 
vised research in the field of cancer under course 
numbers BI 491-498. 



Biochemistry Major 

Refer to the preceding section for a description 
of this interdisciplinary major. 

COURSE OFFERINGS 

An asterisk (*) after a course title indicates that a 
course carries a laboratory fee. Courses numbered 
500-599 are for undergraduate and graduate reg- 
istration. 

BI 100 Survey of Biology I (F: 3) 

This course is a survey of biology without a labo- 
ratory, designed for students who have had no 
previous courses in biology. The course mainly 
discusses humans with emphasis on the following 
areas: cellular structure, function, chemistry, and 
the anatomy and physiology of the major organ 
systems of the body and how they are influenced 
by internal and external factors. Eric Strauss 

BI 102 Survey of Biology II (S: 3) 

This course is a continuation of BI 100. The top- 
ics discussed are the following: development, clas- 
sical and molecular genetics, evolution, ecology, 
behavior, and environmental biology. 

Eric Strauss 

BI 1 10 General Biology I (F: 3) 

Corequisite: BI 1 1 1 

A course designed to bring to the attention of 
students the relevance of biology to everyday life 
and to illustrate application of the scientific 
method to problems of biology. Living organisms 
are considered with respect to their function in 
isolation (topics discussed include diversity, physi- 
ology, metabolism, genetics, and development), 
and their function in association (topics discussed 
include behavior, population dynamics, ecology, 
evolution). This year long course offers a compre- 
hensive view of the field and is designed for stu- 
dents not intending to major in biology or bio- 
chemistry and unlikely to take additional upper 
level Biology courses (numbered 300 and higher). 
Majors and others anticipating enrollment in BI 
304-305 or other advanced biology courses should 
take BI 200-202 instead. Jonathan Goldthwaite 

Carol Ha/pern 

BI 1 1 1 General Biology Laboratory I* (F: 1 ) 

This course is required of students taking BI 1 10 
and it is open to non-biology/biochemistry ma- 
jors who are currently taking or who have previ- 
ously taken BI 200-202. This course does not 
fulfill the laboratory requirement for biology and 
biochemistry majors. One two-hour laboratory 
period per week. Lab fee required. 

Jonathan Goldtlnvaitc 
Carol Halpern 

BI 1 1 2 General Biology II (S: 3) 

Corequisite: BI 1 1 3 

A continuation of BI 110. Carol Halpern 

Thomas N. Sey fried 

BI 1 13 General Biology Laboratory II* (S: 1) 

This course is required of all students taking BI 
112 and is open to non-biology/biochemistry 
majors who are currently taking or who have pre- 
viously taken BI 200-202. This course does not 
fulfill the laboratory requirement for biology and 
biochemistry majors. One two-hour laboratory 
period per week. Lab fee required. 

Carol Halpern 
Thomas N. Seyjried 



26 • College of Arts & Sciences • Biology 



Bl 130 Anatomy and Physiology I (F: 3) 

An intensive introductory course designed to 
bring out the correlations between the structure 
and functions of the various body systems. Each 
system discussed is treated from microscopic to 
macroscopic levels of organization. This course 
is primarily intended to prepare nursing students 
for their clinical career. Students outside the 
School of Nursing are recommended to consult 
with the Department of Biology. 

Elinor M. O'Brien 

Bl 131 Anatomy and Physiology Laboratory I* 

(F:l) 

Laboratorv exercises intended to familiarize the 
students with the various structures and principles 
discussed in Bl 130 through the use of anatomi- 
cal models, physiological experiments and limited 
dissection. One two-hour laboratory period per 
week. Required of Nursing students taking Bl 
1 30. Lab fee required. R. Douglas Powers 

Bl 132 Anatomy and Physiology II (S: 3) 

A continuation of Bl 130. Carol Halpern 

Bl 133 Anatomy and Physiology Laboratory II* 

(S:l) 

A continuation of Bl 131. Lab fee required. 

R. Douglas Powers 

Bl 200 and 202 Introductory Biology I 
(F: 3-S: 3) 

An introduction to living systems at the molecu- 
lar, cellular, organismal and population levels of 
organization. Required for biology and biochem- 
istry majors and open to others unless seating 
becomes limited, in which case the biology and 
biochemistry majors will be given preference. For 
a full introduction to the biological sciences stu- 
dents also need to enroll in a year of introductory 
biology laboratories. Biology and biochemistry 
majors are advised to enroll in the required Bl 
307-BI 308 labs in their sophomore year. Other 
majors are advised to enroll concurrently in the 
Bl 1 1 1-BI 113 labs. Variations from this sched- 
uling pattern are possible but require departmen- 
tal approval. Anthony Annunziato 

William Brunken 

Joseph Levine 

R. Douglas Powers 

Chester Stachow 

Robert Wolff 

Bl 201 and Bl 203 Introductory Biology 
Laboratory I has been replaced by Bl 307 (F: 2) 

Bl 209 Environmental Biology (F: 3) 

A consideration of the complex and intricate in- 
teractions between the living and non-living en- 
vironment and how each of us plays a part in a 
fragile and increasingly fragmented natural world. 
Energy flow, biogeochemical cycles, evolution 
and natural selection and current, major environ- 
mental issues such as ozone holes, acid rain, hu- 
man population growth and environmental tox- 
ins will be discussed. Guest speakers and 2 to 3 
field trips are included. Judith Chupasko 

Bl 214 Science and Religion: Contemporary 
Issues (S: 3) 

This course will consider the ways in which the 
natural sciences and religion, in particular Chris- 



tianity, have interacted and the manner in which 
each has influenced the development of the other. 
After a study of some historical examples where 
the relationship has been one of conflict (e.g., 
Galileo, Darwin), the contemporary situation will 
be examined in some detail. Current scientific 
models will be studied (quantum theory, theories 
of origin of the universe and of life, the anthropic 
principle, modern evolution theory, etc.) with a 
view to understanding the way these have influ- 
enced religious thought, e.g., in determining how 
God's action in the world (Providence) may be 
understood in the context of a scientific world 
dominated by laws of probability and chance 
events. Some knowledge of science, especially 
physics at the level of a first-year course, will be 
assumed. Not offered 1994-95 

Donald J. Plocke, S.J. 

Bl 220 Microbiology (F: 2) 

Prerequisites: Bl 130-132 

This course is a study of the basic physiologi- 
cal and biochemical activities of microorganisms, 
effective methods of destruction, mechanisms of 
drug action on microorganisms, and the applica- 
tion of serological and immunological principles. 
Intended primarily for nursing students. 

Elinor M. O'Brien 

Bl 221 Microbiology Laboratory* (F: 1) 

One two-hour laboratory period per week. To be 
taken in conjunction with Bl 220. Lab fee required. 

Elinor M. O'Brien 

Bl 304-305 Molecular Cell Biology and 
Genetics (F: 3-S: 3) 

Corequisite: Bl 308 

This course is designed to give students a firm 
foundation in the molecular biology of the cell 
and the gene. It serves as an introductory course 
for majors in cell biology, molecular biology and 
genetics and prepares students to take advanced 
course in these areas. The course is required for 
majors in the class of 1996 and later and recom- 
mended for premedical students. This course re- 
places the bacteriology (Bl 310) and genetics (Bl 302) 
courses that were previously required of majors. 

Thomas Chiles 

Kathleen Dunn 

Charles Hoffman 

William H. Petri 

Bl 306 Molecular Cell Biology and Genetics 
Laboratory has been replaced by Bl 308 
Molecular Biology and Genetics Laboratory 

(S:2) 

Bl 307 Laboratory Basis of Biological 
Investigation* (F: 2) 

Prerequisite: Bl 200-202 or permission of depart- 
ment 

An introductory biology laboratory for biol- 
ogy and biochemistry majors who have completed 
Bl 200-202 in their freshman year or who are 
concurrently taking Bl 200-202 in their sopho- 
more year. Open to others who have taken Bl 
200-202 if space is available. This course empha- 
sizes the construction of hypotheses and experi- 
ments to test them. Students will be given a prac- 
tical introduction to the experimental approaches 
used in three foundational areas of biology: bio- 
chemistry and cell biology, physiology and organ 
systems, ecology and field biology. Lab meets 



twice a week. Two (2) credit lab fee required. 

The Department 

Bl 308 Molecular Biology and Genetics 
Laboratory* (S: 2) 

Corequisite: Bl 304, Bl 305 

A laboratory course designed to accompany Bl 
304-305 and to introduce students to basic tech- 
niques in molecular biology and genetics. In- 
cluded are exercises in sterile technique, bacterial 
and viral culture, bacterial transformation, DNA 
isolation and analysis, restriction enzyme map- 
ping and genetic analysis. Lab meets twice a week. 
Two (2) credit lab fee required. William H. Petri 

Bl 399 Scholar of the College (S: 6) 

See the College of Arts and Sciences section of 
this Catalog. This course can count as a maximum 
of one upper-division elective if no other elective 
credit has been claimed for other research courses. 

The Department 

Bl 400 Plants and Human Affairs (F: 3) 

Prerequisite: Introduction Biology or permission 
of the instructor 

Lecture/discussions and readings will be used 
in a multidisciplinary approach to the subject. We 
will learn about topics such as: domestication and 
breeding of crop plants, production and protec- 
tion of the world food supply, medicinal and drug 
plants, renewable production of fibers and fuels, 
aesthetic uses, recent advances using genetic en- 
gineering, etc. Two classes per week. 

Jonathan Goldthwaite 

Bl 401 Environmental Biology (F: 3) 

Prerequisite: Bl 200-202 

A consideration of the complex and intricate 
interactions between the living and non-living 
environment and how each of us plays a part in a 
fragile and increasingly fragmented natural world. 
Energy flow, biogeochemical cycles, evolution 
and natural selection and current, major environ- 
mental issues such as ozone holes, acid rain, hu- 
man population growth and environmental tox- 
ins will be discussed. Guest speakers and 2 to 3 
field trips are included. This class meets with Bl 
209 but includes an additional session by arrange- 
ment, more challenging examinations and a term 
paper to justify upper-division credit for students 
who have taken Bl 200-202. Judith Chupasko 

Bl 406 Cell Biology (S: 3) 

Prerequisites: Bl 200-202 

This course will examine the organization of 
eucaryotic cells, the functions of subcellular struc- 
tures, and the forms of communication within and 
between cells. Emphasis wherever possible will 
be on the molecular processes and pathways that 
underlie cellular structures and functions. Top- 
ics include membrane structure, biogenesis, and 
transport; the organization the nucleus and gene 
expression; energy metabolism; hormones; move- 
ment; and the connection between cell biology 
and disease. Intended as an upper-level introduc- 
tory course in Cell Biology for students who have 
not taken Bl 305. The Department 

Bl 409 Virology (S: 3) 

This course will examine the biochemistry, genet- 
ics and molecular biology of animal viruses that 
are either prototypes for or directly related to 
important clinical diseases. Such viruses include 
the herpes viruses and their unique association 



College of Arts & Sciences • Biology • 27 



with the nervous system and the human immu- 
nodeficiency virus (HIV) and its impact on the 
immune system and the development of AIDS. 
Other historically important viruses such as po- 
liovirus (polio), rhabdovirus (rabies), influenza 
(flu) and rhinovirus (common cold) will also be 
examined. The contributions of DNA and RNA 
tumor viruses to our overall understanding of cell 
growth and eukaryotic gene expression will be 
discussed as will important developments in mod- 
ern medical research. We will also examine the 
unusual biochemistry and clinical consequences 
of the prion particles, known as the slow viruses. 
When appropriate, case studies will be used to 
fully integrate all aspects of the viral life cycle with 
its associated human host. Kathleen Dunn 

Bl 412 Bacteriology (With Lab)* (S: 4) 

Prerequisites: BI 200-202, CH 231 taken concur- 
rently or previously 

A study of microorganisms as examples of in- 
dependent cellular life forms, as agents of disease 
and as contributors to our environment. Topics 
covered will include: microbial growth, the con- 
trol of microorganisms, antimicrobial chemo- 
therapy, the nature of viruses, recombination and 
plasmids, the immune response and microbial 
diseases of humans. The course will also include 
laboratory projects. Lab fee required. 

Chet S. Stachow 

Bl 420 Comparative Vertebrate Embryology 

(F:3) 

Prerequisites: BI 200-202 

This is a study of the anatomy and physiology 
of reproduction, gametogenesis and the early- 
stages of development of the chick and mamma- 
lian embryo. The Department 

Bl 435 Biological Chemistry (F: 3) 

Prerequisites: BI 200-202 

Corequisite: CH 23 1 or permission of the instruc- 
tor 

This one semester course in biochemistry is 
designed to introduce biology and biochemistry 
majors to the subject with an emphasis on under- 
standing how knowledge of biochemical princi- 
pals is useful to those engaged in biological re- 
search at the molecular, cellular and organismal 
levels. The course material includes the follow- 
ing: the properties, synthesis and metabolic activi- 
ties of carbohydrates, amino acids, proteins, lip- 
ids and nucleic acids, and how the biochemical 
processes meet the energy, biosynthetic and nu- 
tritional requirements of the cell. When relevant, 
reference will be made to alterations in these pro- 
cesses in specific diseases. Students also interested 
in enrolling in a biochemistry laboratory course 
should see BI 480. The Department 

Bl 440 Molecular Biology (S: 3) 

Prerequisites: BI 200-202 

This is a course on the molecular biology of 
the cell covering information storage and trans- 
fer through DNA and RNA, transcription and 
RNA processing, ribosomal function, mRNA 
translation and localization of proteins, control of 
gene expression, genome organization and per- 
petuation of DNA, and catalytic RNA. Topics 
will also include methods for studying the struc- 
ture of macromolecules, kinetics and mechanism 
of enzyme action and molecular regulatory 
mechanisms. Three lectures per week. Students 



also interested in a laboratory in molecular biol- 
ogy should take BI 580. The Department 

Bl 442 Principles of Ecology (F: 3) 

Prerequisite: BI 200-202 or equivalent, or permis- 
sion of instructor 

This course includes readings in and discus- 
sions of principles and concepts of modern eco- 
logical theory. Ecological relationships will be 
studied at the individual, population, community, 
and ecosystem levels. Evolution will be a common 
theme throughout the course. Past topics have in- 
cluded mathematical models of population 
growth, behavioral ecology, predator-prey inter- 
actions, energy and productivity, and nutrient 
cycling. If time permits, environmental aspects of 
ecology will be covered at the end of the course. 
There will be two required field trips. 

A limited number of places will be reserved for 
non-biology majors who have appropriate back- 
ground experience. Robert Wolff 

Bl 443 Coastal Field Ecology (F: 3) 

Prerequisite: BI 100-102 or BI 1 10-1 12 or BI 200- 
202 or permission of instructor 

This course includes classroom and field in- 
vestigations into the natural history of barrier 
beach systems in New England including an ex- 
amination of floral and faunal distributions. 

Peter Auger 

Bl 444 Ecology and Conservation of Plant 
Communities (S: 3) 

Prerequisite: A college level course in biology or 
environmental science or permission of the in- 
structor 

A course focused on plant communities and 
their key role in the environment. Land use and 
public policy, ecology and conservation biology 
of many selected plant communities will be con- 
sidered including various forests, grasslands and 
agricultural models. Jonathan Goldthwaite 

Bl 446 Marine Biology (S: 3) 

Prerequisite: BI 200-202 (or equivalent) and per- 
mission of instructor 

An introduction to marine organisms, accom- 
panied by discussion of morphological, physi- 
ological, and behavioral adaptations to the marine 
environment. This will be followed by an in-depth 
analysis of selected marine ecosystems. Special 
topics that may be considered at semester's end 
include aquaculture, marine biomedicine, and 
effects of pollution on marine ecosystems. Three 
required field trips. Two lectures per week. A lim- 
ited number of places will be reserved for non- 
biology majors who have appropriate background 
experience. The Department 

Bl 454 The Literature of Biochemistry (F: 3) 

Prerequisites: Biochemistry, BI 435, CH 561 

This is a seminar-type course in which stu- 
dents read research papers from the original lit- 
erature and then discuss their contents during the 
classroom period. The course will include in- 
depth reading and discussions of the biochemis- 
try of the amino acids and proteins, methods of 
bimolecule separation and identification, bio- 
chemistry of recombinant DNA technology and 
the biochemistry of AIDS and retroviruses. Dis- 
cussion of retroviruses and a brief discussion of 
cellular immunology. Joseph A. Orlando 



Bl 460 Understanding Evolution (S: 3) 

Prerequisite: Permission of instructor 

The philosophical and theological aspects of 
evolution will be treated, followed by a scientific 
treatment of the origin of life. 

William D. Sullivan, S.J. 

Bl 461-462 Undergraduate Research* 
(F: 3-S: 3) 

Prerequisite: Permission of the Chairperson 

Undergraduate students of advanced standing 
may participate in research projects in the labo- 
ratory of a faculty member. Lab fee per semester 
required. The Department 

Bl 463-464 Research in Biochemistry* 
(F: 3-S: 3) 

Prerequisite: Permission of the Chairperson 

Undergraduate students of advanced standing 
may participate in research projects in the labo- 
ratory of a faculty member. Lab fee per semester 
required. The Department 

Bl 465-467 Advanced Undergraduate 
Research* (F: 3-S: 3) 

Seniors who have completed at least one semes- 
ter of undergraduate research may enroll in this 
course with the permission of the Chairperson. 

Lab fee per semester required. The Department 

Bl 474 Principles of Metabolism (S: 3) 

In order for life to be sustained, living organisms 
must extract energy from their environments and 
must synthesize their building blocks and macro- 
molecules. In this course, we will study specific- 
sequences of enzyme-catalyzed reactions that lead 
to the degradation of major energy-rich mol- 
ecules — carbohydrates, fats and amino acids — and 
the release of some of their energy as ATP. In 
addition, we will examine the important pathways 
by which major macromolecules are built from 
simple precursors at the expense of chemical en- 
ergy. Joseph A. Orlando 

Bl 480 Biological Chemistry Laboratory* (F: 3) 

Prerequisite or corequisite: BI 435 or equivalent 

This is an advanced project laboratory for stu- 
dents interested in hands on training in modern 
biochemical techniques under close faculty super- 
vision in a new, dedicated laboratory designed for 
this purpose. In addition to formal lab training 
and discussion sections, students will have access 
to the lab outside class hours to work on projects 
intended to produce publication quality data. 
Ideal for students interested in solid grounding for 
and exposure to academic research in the area of 
biochemistry. Lab fee required. 

The Department 

Bl 481 Introduction to Neurosciences (S: 3) 

Prerequisite: One year of an introductory biology 
course, e.g., BI 200 

This course is intended to provide a compre- 
hensive introduction to the structure and function 
of the nervous system. We will adopt a multi-level 
approach and consider neural functioning at 
molecular, cellular and organismal levels. Topics 
covered will include the physiology of the neu- 
ron; the pharmacological and molecular bases of 
neurotransmission; the fundamentals of nervous 
system organization; and the neural basis of 
higher order processes such as sensory integration 
and perception, and memory and cognition. Not 
offered 1994-95 William Brunken 

Michael Numan 



28 • College of Arts & Sciences • Biology 



Bl 490 Tutorial in Biology (F, S: 3) 

Prerequisite: Permission of the instructor and 
Chairperson 

This course is a directed study that includes 
assigned readings and discussions of various ar- 
eas of the biological sciences. The Department 

Bl 491-493-494-497 Current Concepts in 
Cancer Chemotherapy* (I, II, III, IV) (F: 3-S: 3) 

Prerequisite: Permission of instructor 

A laboratory course for juniors and seniors 
interested in learning some of the specific tech- 
niques of cancer research. Group meetings once 
a week and meetings with each student individu- 
ally two or three times a week. This course may 
be taken for four semesters. It can count for a 
maximum of one upper-division elective toward 
the biology major requirement if no elective credit 
is claimed for other undergraduate research or 
Scholar of the College courses. Lab fee per semes- 
ter required. 1 1 'i/liam D. Sullivan, S.J. 

Bl 492-496-495-498 Seminar in 
Carcinogenesis (I, II, III, IV) (F: 1-S: 1) 

Various biochemical, immunological and thera- 
peutic studies will be reviewed. Required of all 
students enrolled in Bl 491, Bl 493, Bl 494 or Bl 
497. William D. Sullivan, S.J. 

Bl 506 Recombinant DNA Technology (F: 3) 

This course will describe the theory and practice 
of recombinant DNA technology, and its appli- 
cation within molecular biology research. Top- 
ics will include the cloning of genes from various 
organisms, plasmid construction, transcriptional 
and translational gene fusions, nucleic acid 
probes, site-directed mutagenesis, polymerase 
chain reaction, and transgenic animals. The goal 
of the course is to make the research-oriented 
student aware of the wealth of experimental ap- 
proaches available through this technology. Two 
lectures per week. Charles S. Hoffman 

Bl 510 General Endocrinology (S: 3) 

Prerequisite: Introductory Biology or permission 

of instructor 

Suggested: Organic Chemistry, Physiology 

Many tissues (e.g., the brain, heart, kidney) as 
well as the classical endocrine organs (e.g., adre- 
nal, thyroid) secrete hormones. The course is 
concerned with normal and clinical aspects of 
hormone action. The effects of hormones (and 
neurohormones) on intermediary metabolism, 
somatic and skeletal growth, neural development 
and behavior, development of the gonads and 
sexual identity, mineral regulation and water bal- 
ance, and mechanisms of hormone action will be 
considered. The Department 

Bl 515 Biophysical Chemistry (F: 3) 

Prerequisite: Bl 440 (or equivalent), two semesters 
of organic chemistry, physics with calculus, and 
one semester of biochemistry. A one-semester 
course in physical chemistry is desirable but not 
required. 

Lectures on a number of the most important 
physicochemical methods for determining the 
structures of macromolecules. Topics include 
electrophoresis, sedimentation, viscosity, light 
scattering, UV and visible spectroscopy, ORD 
and CD spectroscopy, X-ray crystallography, and 
N'MR spectroscopy. 

Recommended for seniors and graduate stu- 
dents only. The Department 



Bl 519 Fundamentals of Radiation Biology 

(S:3) 

Prerequisite: Bl 200-202 (or equivalent) 

An introduction to the physical and biologi- 
cal concepts involved in the action of ionizing (and 
non-ionizing) radiations on biological systems. 
The basic principles of radiation detection sys- 
tems and appropriate procedures for the use and 
handling of radionuclides are also covered. Three 
lectures per week. Not offered 1994-95 

The Department 

Bl 538 Biology of Cell Cycle (F: 3) 

Prerequisite: Permission of instructor 

A study of growth and division of exponential, 
synchronous and selected cell cultures will be 
studied. DNA, RNA and protein synthesis in 
procaryotes and eucaryotes during the cycle will 
be discussed. Division controls will also be re- 
viewed. William D. Sullivan, S.J. 

Bl 540 Immunology (F: 3) 

Prerequisites: Bl 200-202, CH 109-1 10 or consent 
of professor 

This course emphasizes the biology of the 
immune response: cell-cell interactions, antibody 
synthesis and diversity, the immunoglobulins, 
evolution of self recognition versus nonself (an- 
tigen), antigenicity, antibody-antigen reactions, 
immune protection, immune destruction, and 
problems in cancer and transplantation immunity. 

A/lyn H. Rule 

Bl 548 Comparative Animal Physiology (S: 3) 

Prerequisites: Bl 200-202 

This is a course about how animals function 
as well as why they function as they do; thus, stress 
will be laid on problems to animal survival posed 
by the environment in which they live, and on the 
various alternative solutions to those problems 
that have been evolved by different animal groups, 
both vertebrate and invertebrate. The interplay 
of the fitness of the environment and the fitness 
of animals to survive in it will be explored. 

Carol Halpern 

Bl 554 Principles of Mammalian Physiology 

(F:3) 

Prerequisite: Bl 200-202 

This is a study of the fundamental principles 
and physicochemical mechanisms underlying cel- 
lular and organismal function. Mammalian organ- 
systems will be studied, with emphasis on cardio- 
vascular, respiratory and renal function and the 
endocrine regulation of metabolism. 

Grant Balkema 

Bl 556 Developmental Biology (S: 3) 

Prerequisites: Bl 300 or 302 or permission of in- 
structor 

Developmental biology is in the midst of a far- 
reaching revolution that profoundly effects many 
related disciplines including evolutionary biology, 
morphology and genetics. The new tools and 
strategies of molecular biology have begun to link 
genetics and embryology and to reveal an incred- 
ible picture of how cells, tissues and organisms 
differentiate and develop. The course describes 
how organismal and molecular approaches are 
leading to a detailed understanding of (1) how- 
cells containing the same genetic complement can 
reproducibly develop into drastically different tis- 
sues and organs; and (2) what the basis and role 



of pattern information are in this process. 

Douglas Powers 
Donna Fekete 

Bl 558 Neurogenetics (F: 3) 

Prerequisite: Genetics and Biological Chemistry 
The emphasis of this course is on the genetic 
and biochemical basis of neurological diseases in 
humans and mice. Special attention will be given 
to lipid storage disease, epilepsy, Huntington's 
disease, movement disorders and myelin abnor- 
malities. Thomas Seyfiied 

Bl 561 Molecular Evolution (S: 3) 

Prerequisite: Introductory Biology and Genetics or 
permission of the instructor 

This course is designed as an introductory 
course on evolution for both undergraduates and 
graduate students. No prior courses in evolution 
are necessary. The course will examine evolution- 
ary biology with an emphasis on the molecular 
perspective. The dynamics and driving forces of 
evolutionary change, the effects of the various 
molecular mechanisms on the structure of genes 
and genomes, and the methodology involved in 
dealing with molecular data from the evolution- 
ary perspective will be considered. Silvard Kool 

Bl 562 Neurophysiology (S: 3) 

Prerequisite: Bl 554 or permission of the instruc- 
tor 

This course is intended for advanced under- 
graduates or graduate students. The course will 
cover the biophysics of membranes, nerve and 
muscle physiology, the neuromuscular junction, 
the neuronal synapse, and sensory physiology 
with emphasis on the visual system. 

Grant W. Balkema 

Bl 570 Biology of the Nucleus (F: 3) 

Prerequisite: Bl 302 (Principles of Genetic Analy- 
sis), and two semesters of Biochemistry (Bl 435 
plus Bl 440; or CH 561 plus CH 562); and per- 
mission of instructor/department 

This course provides an in-depth treatment of 
the molecular biology of DNA and RNA, with 
particular emphasis on the control and organiza- 
tion of the genetic material of eucaryotic organ- 
isms. Topics covered include chromatin structure, 
DNA replication, nucleosome assembly, introns, 
and RNA processing, and gene regulation. 

Anthony T. Annunziato 

Bl 580 Molecular Biology Laboratory* (S: 3) 

Prerequisite or corequisite: Bl 440 or Bl 506 or 
equivalent 

An advanced project laboratory limited to a 
maximum of 12 students interested in hands on 
training in the experimental techniques of mo- 
lecular biology under close faculty supervision in 
a new, dedicated laboratory designed for this pur- 
pose. In addition to formal lab training and dis- 
cussion sections, students will have access to the 
lab outside class hours to work on projects in- 
tended to produce publication quality data. Meth- 
ods taught will include macromolecular purifica- 
tion, electrophoretic analysis, recombinant DNA 
and cloning techniques, DNA sequencing, poly- 
merase chain reaction, and the use of computers 
and national databases for the analysis of DNA 
and protein sequences. Lab fee required. 

The Department 



College of Arts & Sciences • Chemistry 



29 



Courses are offered on a non-periodic basis or in 

response to student needs when space and staff are 

available. Consult the department prior to each 

semester for anticipated offerings in this category. 

BI 400 Plants in Human Affairs 

BI 518 Cell Physiology 

BI 533 Plant Improvement Strategies 



BI 541 Molecular Immunology 

BI 550 Biology of Eucaryotic Viruses 



C H 



M I 



TRY 



FACULTY 

Joseph Bornstein, Professor Emeritus; B.S., 
Boston College; Ph.D., Massachusetts Institute 
of Technology 

Andre J. de Bethune, Professor Emeritus; B.S., 
St. Peter's College; Ph.D., Columbia Univer- 
sity 

Robert F. O'Malley, Professor Emeritus; B.S., 
M.S., Boston College; Ph.D., Massachusetts In- 
stitute of Technology 

Michael J. Clarke, Professor; A.B., Catholic- 
University; M.S., Ph.D., Stanford University 

Paul Davidovits, Professor; B.S., M.S., Ph.D., 
Columbia University 

Amir H. Hoveyda, Professor; B.A., Columbia 
University; Ph.D., Harvard University 

Evan R. Kantrowitz, Professor; Chairperson of 
the Department; A.B., Boston University; 
A.M., Ph.D., Harvard University 

T. Ross Kelly, I 'anderslice Professor; B.S., Holy 
Cross College; Ph.D., University of California 
at Berkeley 

David L. McFadden, Professor; A.B., Occiden- 
tal College; Ph.D., Massachusetts Institute of 
Technology 

Larry W. McLaughlin, Professor; B.Sc, Uni- 
versity of California at Riverside; Ph.D., Uni- 
versity of Alberta 

Yuh-kang Pan, Professor; B.S., National Tai- 
wan University; Ph.D., Michigan State Univer- 
sity 

Mary F. Roberts, Professor; A.B., Bryn Mavvr 
College; Ph.D., Stanford University 

Dennis J. Sardella, Professor; B.S., Boston Col- 
lege; Ph.D., Illinois Institute of Technology 

Larry T. Scott, Professor; A.B., Princeton Uni- 
versity; Ph.D., Harvard University 

William H. Armstrong, Associate Professor; 
B.S., Bucknell University; Ph.D., Stanford Uni- 
versity 

E.Joseph Billo, Jr., Associate Professor; B.S., 
M.S., Ph.D., McMaster University 

Udayan Mohanty, Associate Professor; B.Sc, 
Cornell University; Ph.D., Brown University 

Martha M. Teeter, Associate Professor; B.A., 
Wellesley College; Ph.D., Pennsylvania State 
University 



Lawrence B. Kool, Assistant Professor; B.S., 
University of Michigan; Ph.D., University of 
Massachusetts at Amherst 

Marc Snapper, Assistant Professor; B.S., Union 
College; Ph.D., Stanford University 



PROGRAM DESCRIPTION 

The Chemistry Department offers a flexible cur- 
riculum to those who wish to acquire a knowledge 
of chemistry within the environment of a liberal 
arts college. Two levels of concentration are of- 
fered to the chemistry major. First, there is the 
professional degree program, leading to a B.S. 
degree certified by the American Chemical Soci- 
ety, intended for students who wish to prepare for 
graduate school as well as for those who will en- 
ter the chemical profession directly from college. 
Second, there is a degree program requiring less 
concentration in chemistry for those students who 
wish to combine molecular science with intensive 
studies in other disciplines, such as computer sci- 
ence, mathematics, economics, social sciences, 
business, law, humanities, psychology, medicine, 
physics or biology. The Chemistry Department 
is approved by the ACS Committee on Profes- 
sional Training. 

The recommended sequence for the Chem- 
istry major is as follows: 

First year: CH 109-110 General Chemistry 
with Laboratory; two semesters of Physics with 
Laboratory (PH 209-210 or 211-212 with PH 
203-204); two semesters of Calculus (MT 102- 
103 or MT 1 10-1 1 1); 1 course in Writing and 1 
course in Literature; 2 Core courses. 

Second year: CH 23 1-232 Organic Chemistry 
with Laboratory; CH 351 Analytical Chemistry 
with Laboratory; CH 222 Introduction to Inor- 
ganic Chemistry with Laboratory; MT 202 Cal- 
culus (MT 305 in second semester is recom- 
mended); 1 elective; 3 Core courses. 

Third year: CH 575-576 Physical Chemistry; 
CH 555-556 Advanced Chemistry Laboratory; 2 
Core courses; 4 electives. 

Fourth year: CH 520 Principles of Inorganic 
Chemistry; 7 electives. 

The information above describes the require- 
ment for a B.S. degree in Chemistry at Boston 
College. For the degree to be certified by the 
American Chemical Society, two of the electives 
listed must be advanced Chemistry electives 
(courses numbered CH 500-599). Planning one's 
curriculum to meet the ACS certification require- 
ment is strongly recommended. 



Biochemistry Major 

Refer to the Biochemistry section of this Catalog 
for a description of this interdisciplinary major. 

COURSE OFFERINGS 

An asterisk (*) after a course title indicates that a 
course carries a laboratory fee. 

CH 105-106 Chemistry and Society (F: 3-S: 3) 

This core course is for non-science majors, or for 
those who do not require a lab science course. The 
course objective is to introduce students to basic 
chemistry as applied to environmental problems. 
The course includes fundamental principles of in- 
organic and organic chemistry. The complexity 
of environmental problems will be illustrated 
through discussion of topics such as air and wa- 
ter pollution, energy, hazardous waste, carcino- 
genic threats, and sustainable development. Stu- 
dents will be encouraged to develop proactive 
solutions based on the knowledge acquired in the 
course. Margaret Condron 

CH 109-1 10 General Chemistry (F: 3-S: 3) 

Prerequisite: One year of high school chemistry 
Corequisites: CH 1 1 1-1 12, MT 102-103 

This course is intended for students whose 
major interest is science or medicine. It offers a 
rigorous introduction to the principles of inor- 
ganic chemistry 7 , with special emphasis on quan- 
titative relationships, chemical equilibrium, and 
the structures of atoms, molecules, and crystals. 
The properties of the more common elements 
and compounds are considered against a back- 
ground of these principles and the periodic table. 
The course is applicable to the Core requirement. 

Michael J. Clarke 

Paul Davidovits 

Udayan Mohanty 

Robert S. Umans 

CH 111-112 General Chemistry Laboratory* 
(F: 1-S: 1) 

Laboratory required of all students enrolled in 
CH 109-110. One three-hour period per week. 

Lab fee required. The Department 

CH 131-132 Contemporary Chemistry 
(F: 3-S: 3) 

Corequisites: CH. 133-134 

A study of basic chemical principles and a de- 
scription of the properties of the elements and 
compounds of interest and importance in contem- 
porary life. More emphasis will be given to or- 
ganic compounds, since they are so pervasive. The 
course is intended for non-science majors for 
whom chemistry or a laboratory science is a re- 
quirement. CH 1 3 1 is a prerequisite for CH 132. 

Martha M. Teeter 



30 • College of Arts & Sciences • Chemistry 



CH 133-134 Contemporary Chemistry 
Laboratory* (F: 1-S: 1) 

A laboratory course that includes experiments il- 
lustrating chemical principles and the properties 
of compounds consistent with CH 131-132. Lab 
fee required. The Department 

CH 161 Life Science Chemistry (F: 3) 
Co/requisite: CH 163 

This course first introduces basic chemical 
principles, in preparation for a discussion of the 
chemistry of living systems that forms the major 
part of the course. Organic chemical concepts will 
be introduced as necessary, and applications will 
be made wherever possible to physiological pro- 
cesses and disease states that can be understood 
in terms of their underlying chemistry. 

Robert S. Umans 

CH 1 63 Life Science Chemistry Laboratory* 

(F:l) 

A laboratory course that includes experiments il- 
lustrating chemical principles and the properties 
of compounds consistent with CH 161. Lab fee 
required. Robert S. Umans 

CH 222 Introduction to Inorganic Chemistry 

(S:3) 

Corequisite: CH 224 

This course offers an introduction to inor- 
ganic chemistry. Topics to be covered are the 
following: principles of structure and bonding, 
ionic and covalent bonding, acid-base concepts, 
coordination chemistry, organometallic chemis- 
try, chains and rings, and inorganic chemistry in 
biological systems. Lawrence B. Kool 

CH 224 Inorganic Chemistry Laboratory* (S: 1 ) 

Laboratory required of all students enrolled in 
CH 222. One four-hour period per week. Lab fee 
required. Lawrence B. Kool 

CH 231-232 Organic Chemistry (F: 3-S: 3) 

Prerequisites: CH 109-1 10 
Corequisites: CH 233-234 

An introduction to the chemistry, properties, 
and uses of organic compounds. The correlation 
of structure with properties, reaction mechanisms 
and the modern approach to structural and syn- 
thetic problems are stressed throughout. In the 
laboratory, the aim is acquisition of sound experi- 
mental techniques through the synthesis of se- 
lected compounds. Dennis J. Sardella 

Lawrence T. Scott 

CH 233-234 Organic Chemistry Laboratory* 
(F: 1-S: 1) 

Laboratory required of all students enrolled in 
CH 231-232. One four-hour period per week. 
Lab fee required. The Department 

CH 351 Analytical Chemistry (F: 4) 
Prerequisite: CH 109-110 
Corequisite: CH 353 

This course is an introduction to the prin- 
ciples and practice of analytical chemistry, includ- 
ing wet chemical methods and instrumental meth- 
ods. In the laboratory, the aim is the acquisition 
of precise analytical techniques. 

E. Joseph Billo 

CH 353 Analytical Chemistry Laboratory* (F: 0) 
Laboratory required of all students enrolled in 
CH 351. One four-hour period per week. Lab fee 
required. E. Joseph Billo 



CH 391-392 Undergraduate Research 
(F: 3-S: 3) 

Prerequisites: Two semesters each of Calculus and 
Organic Chemistry, and the consent of the Chair- 
person of the Department. CH 591-592 cannot 
be taken concurrently. 

Undergraduates who have shown exceptional 
ability engage in an independent research project 
under the supervision of a faculty member. The 
experimental work will be preceded by library re- 
search on the project and training in essential 
laboratory techniques. A written report and an 
oral presentation are required. The Department 

CH 399 Scholar of the College 

See College of Arts and Sciences section of this 
Catalog. 

CH 473 Physical Chemistry (Biochemistry 
Majors) (S: 3) 

Prerequisites: CH 231-232, MT 100-101, PH 
211-212 (or equivalent) 

This course is an introduction to physical 
chemistry. Topics covered are the following: ther- 
modynamics, chemical kinetics, and simple trans- 
port processes such as diffusion and heat conduc- 
tion. Applications to biochemical systems are 
emphasized. Mary F. Roberts 

Note: Except where noted otherwise, courses 
numbered CH 500 and above have as prerequi- 
sites previous courses in inorganic, organic, ana- 
lytical, and physical chemistry. 

CH 520 Principles of Inorganic Chemistry (F: 3) 

An introduction to the principles of inorganic 
chemistry with emphasis on structural and ther- 
modynamic aspects. William H. Armstrong 

CH 523 Organometallic Chemistry (F: 3) 

This course will present concepts of organome- 
tallic chemistry, i.e., the chemistry of compounds 
that have bonds between metals and carbon. 
Organotransition metal chemistry will be empha- 
sized. Among the areas to be covered will 
be the following: structure and bonding in 
organotransition metal complexes, ligand sys- 
tems, catalysis, polymerizations, common reac- 
tions, and applications in organic synthesis. The 
course is intended for graduate students and ad- 
vanced undergraduates who have completed or 
are currently enrolled in organic and inorganic 
chemistry courses. Lawrence B. Kool 

CH 531 Modern Methods in Organic Synthesis I 

(F:3) 

Survey and analysis of reactions employed in the 
synthesis of medicinally significant compounds. 
An in-depth understanding of the physical basis 
for these transformations is emphasized. Topics 
will relate fundamental structural and electronic 
molecular properties to issues of chemical reac- 
tivity. Emphasis will be placed on carbon-carbon 
bond and ring forming reactions. 

Marc L. Snapper 

CH 539 Principles and Applications of NMR 
Spectroscopy (S: 3) 

This course will provide a detailed understand- 
ing of the principles and applications of NMR 
spectroscopy. The course is intended for chem- 
istry and Biochemistry students who will use 
NMR in their research. Four general aspects of 
NMR will be considered: theoretical, instrumen- 
tal, experimental, and applied. Emphasis will be 



placed on understanding the theoretical concepts 
and experimental parameters necessary to acquire, 
process, and interpret NMR spectra. The course 
will include a practical component on departmen- 
tal NMR spectrometers. John Boylan 

CH 544 Modern Methods in Organic Synthesis 

II (S: 3) 

Prerequisite: CH 53 1 

This course is a survey and analysis of contem- 
porary strategies employed in the synthesis of 
medicinally significant natural and unnatural 
products. It examines the creativity and logic of 
approaches toward medicinally important com- 
pounds. Topics will include novel strategies to- 
ward synthetic problems, landmark total synthe- 
ses, as well as, issues in the current chemical lit- 
erature. The Department 

CH 551 Advanced Analytical Chemistry (S: 3) 

This course is a consideration of modern instru- 
mental methods of analysis, including atomic 
emission and absorption, ultraviolet, visible, in- 
frared, and Raman spectrometry, fluorometry, 
x-ray methods, electroanalytical methods 
(potentiometry, coulometry, voltammetry), and 
gas and liquid chromatography. 

William H. Armstrong 

CH 555-556 Advanced Chemistry Laboratory* 
(F: 3-S: 3) 

This is a two semester chemistry laboratory 
course designed primarily for juniors and seniors. 
Emphasis will be placed on developing the skills 
and techniques required to perform modern 
chemical experiments. Interpretation and presen- 
tation of data will also be stressed. 

The laboratories will include experiments 
from thermodynamic, kinetic, spectroscopic, elec- 
trochemical, and chromatographic areas. In ad- 
dition, basic experimental techniques, experimen- 
tal design, safe laboratory practices, and identifi- 
cation and estimation of sources of error in mea- 
surements will be included in each experiment. 
Lab fee required. David L. McFadden 

CH 561-562 Biochemistry (F: 3-S: 3) 

Prerequisite: CH 231-232 or equivalent 

This course is a two-semester introductory- 
level course in Biochemistry. Topics in the first 
semester concentrate on protein structure and 
function; bioenergetics; kinetics and mechanisms 
of enzyme reactions; intermediary metabolism; 
control of metabolic pathways; and photosynthe- 
sis. Topics in the second semester concentrate on 
the structure of nucleic acids; recombinant DNA 
technology; mechanisms of gene rearrangements; 
DNA replication; RNA synthesis and splicing; 
protein synthesis; control of gene expression; 
membrane transport; and hormone action. Ex- 
perimental methods will also be discussed as they 
relate to course topics and to the separate labora- 
tory course (CH 563). Evan R. Kantrowitz 

Larry W. McLaughlin 

CH 563 Experimental Biochemistry* (S: 3) 

Prerequisites: General Chemistry, Organic Chem- 
istry and Biochemistry 

A laboratory course intended to prepare stu- 
dents for research in the Biochemical Sciences. 
This course will concentrate on the isolation and 
characterization of proteins, enzymes, nucleic 
acids and lipids as well as recombinant DNA tech- 



College of Arts & Sciences • Classics • 31 



nology. State-of-the-art instrumentation will be 
used to this end in a laboratory especially designed 
for this course. A variety of experimental tech- 
niques will be used, including electrophoresis, 
chromatography, spectroscopy, and centrifuga- 
tion. Data will be collected and analyzed directly 
by computer as often as possible. Lab fee required. 

Robert S. Umans 

CH 573 Quantum Chemistry and Molecular 
Structure (S: 3) 

A development of the principles of quantum me- 
chanics as they apply to inorganic and organic 
systems. The emphasis is on the use of molecular 
orbital methods and a discussion of group theory. 

Yub-kang Pan 

CH 575 Physical Chemistry I (F: 3) 

Prerequisites: 3 semesters of Calculus, 2 semesters 
of Physics, 2 semesters of Organic Chemistry 

This course covers the fundamental principles 
and applications of equilibrium thermodynamics. 
Chemistry graduate students may register for this 
course only if they are advised to do so by the 
Department. Paul Davidovits 

CH 576 Physical Chemistry II (S: 3) 

Prerequisite: CH 575 

This course is an introduction to the prin- 
ciples of reaction kinetics, kinetic molecular 
theory, and quantum mechanics of atoms and 
molecules. 

Chemistry graduate students may register for 
this course only if they are advised to do so by the 
Department. The Department 



CH 582 Advanced Topics in Biochemistry (F: 3) 

A selection of current and important topics in 
Biochemistry will be examined. Students are ex- 
pected to have a basic understanding of the con- 
cepts developed in CH 561 and CH 562. Areas 
of interest will include (1) the modification of 
enzymes and their use in understanding structure 
and mechanism, (2) current aspects of nucleic 
acid's structure and recognition and reactivity, (3) 
drug activity and development as it relates to 
macromolecular structure. Thomas T Tibbitts 

CH 584 Crystal Structure Analysis (F: 3) 

X-ray single-crystal diffraction analysis of both 
small molecules and macromolecules. Theoreti- 
cal as well as practical aspects of structure analy- 
sis will be stressed. Subjects include crystal 
growth, crystal lattices and space groups, produc- 
tion and diffraction of X-rays, crystal structure 
solution, refinement, analysis of structures, and 
computer graphic display of structures. Exercises 
and problem sets will supplement the lectures. 

Martha M. Teeter 

CH 586 Organic Chemistry of Biological 
Reactions (S: 3) 

This course is a study of the reactions of life. The 
biological chemistry of nucleic acids, amino ac- 
ids, enzyme cofactors, and other molecules of life 
will be discussed in detail. An understanding of 
the molecular properties of these systems will be 
used to study issues of biological reactivity. 

Marc L. Snapper 



CH 591-592 Introduction to Chemical Research 
(F: 3-S: 3) 

The essential feature of this course is an indepen- 
dent research project performed under the super- 
vision of a faculty member. This is a two-semes- 
ter course and may not be taken for only one se- 
mester. The individual work will be preceded by 
a series of lectures and demonstrations on the use 
of the library and several essential laboratory tech- 
niques. A written report is required at the end of 
the second semester. The Department 

CH 593-594 Introduction to Biochemical 
Research (F: 3-S: 3) 

The independent research in Biochemistry is to 
be carried out under the supervision of a faculty 
member. This is a two-semester course and may 
not be taken for only one semester. A written re- 
port and an oral presentation are required at the 
end of the second semester. The two semesters 
together fulfill one advanced Biochemistry elec- 
tive. The Department 

Other courses, offered by the Department on a 
non-periodic basis: 

CH 532 Introduction to Macromolecular Chem- 
istry 

CH 535 Physical Organic Chemistry 
CH 567 Protein Structure and Function 
CH 569 Enzyme Mechanisms 
CH 570 Introduction to Biological Membranes 
CH 572 Quantum Chemistry and Spectroscopy 
CH 579 Modern Statistical Mechanics 



Classical Studies 



FACULTY 

Dia M.L. Philippides, Professor; B.A., Radcliffe 
College; M.A., Boston College; M.A., Ph.D., 
Princeton University 

Charles F. Ahern, Jr., Associate Professor: 
Chairperson of the Department; B.A., 
Wesleyan University; M.Phil., Ph.D., Yale 
University 

Eugene W. Bushala, Associate Professor: B.A., 
Wayne State University; M.A., Ph.D., Ohio 
State University 

David H. Gill, S.J., Associate Professor: B.A., 
M.A., Boston College; Ph.D., Harvard Univer- 
sity; Lie. Theology, St. Georgen, Frankfurt- 
am-Main 

PROGRAM DESCRIPTION 

The programs in Classical Studies approach a lib- 
eral education through the study, both in the 
original languages and in English, of two litera- 
tures, the ancient Greek and the ancient Roman, 
which have exercised a profound influence on the 
formation of Western culture. 

The Department offers courses under three 
headings: (1) courses in elementary and interme- 
diate Latin and Greek, designed to teach a stu- 
dent to read the languages; (2) courses in Greek 



and Roman literature and culture, taught in En- 
glish and designed to acquaint a student with the 
ancient world; (3) advanced reading courses in an- 
cient authors and genres, taught in the original 
languages. Through cooperation with other de- 
partments, courses are also available in ancient 
history, art, philosophy, and religion. 

There are four different ways in which a stu- 
dent may major in Classical Studies. The require- 
ments for each are as follows: 

Major in Classics: 12 courses. Ten courses must 
be in the original languages and may include a 
maximum of two elementary courses. The other 
two courses may be taken either in the original 
languages or in related areas of ancient studies. 

Major in Latin: 10 courses. Seven courses must 
be taken in Latin above the elementary level. The 
other three courses may be taken in Greek or in 
related areas of ancient studies. 

Major in Greek: 10 courses. Seven courses 
must be taken in Greek above the elementary 
level. The other three courses may be taken in 
Latin or in related areas of ancient studies. 

Major in Classical Civilization: 12 courses. The 
courses fall into two broad areas, language and 
culture, with a somewhat greater emphasis on the 
latter. Requiremen ts: 

Six courses in Latin and Greek, including at 
least two above the elementary level. 



Six (or more) courses in the areas of ancient 
history, art, philosophy, religion, mythology, etc. 

Several courses that apply to the various ma- 
jor programs in Classical Studies are offered in 
other departments, for instance, in History, Phi- 
losophy, Fine Arts, Slavic, Romance Languages 
and Literatures, Political Science, and Theology. 
A student should consult at registration time with 
Departmental advisors in Classics before select- 
ing courses. The Department also offers courses 
in Modern Greek language and literature. 

Core 

CL 121, Tragedy and Comedy, CL 202, Classi- 
cal Greek Drama in Translation, CL 217 (EN 
209), The Ancient Epic, and CL 280, Currents 
in Modern Greek Literature offered in the Clas- 
sics Department satisfy the Core requirement in 
Literature. 

Certification for teaching 

Students may earn an Undergraduate Provisional 
Certification as 'Teacher of Latin and Classical 
Humanities 5-12' by pursuing one of our majors 
in addition to the Secondary Education major or 
the minor in Secondary Education. For further 
information contact the Chairperson of our De- 
partment. 

Minor in Modern Greek Studies 

The Department administers a minor in Modern 
Greek Studies. For information see the "Minors" 



32 • College of Arts & Sciences • Classics 



section at the front of this Catalog, or contact the 
Director of the .Minor Program, Prof. Eugene W. 
Bushala, Carney 124 (x4935). 

COURSE OFFERINGS 

Elementary and Intermediate 
Languages 

CL 010-01 1 Elementary Latin (F: 3-S: 3) 

This course will introduce the fundamentals of 
Latin grammar and vocabulary. The aim is to 
prepare a student to read simple Latin prose. 

Eugene W. Bushala 

Maria Kakavas 

Sister Mary Daniel O'Keeffe 

CL 020-021 Elementary Ancient Greek 
(F: 3-S: 3) 

This course will introduce the fundamentals of 
ancient Greek grammar and vocabulary. The aim 
is to prepare a student to read something like 
Plato's Apolog)< after a year's study. John Shea 

CL 052-053 Intermediate Ancient Greek 
(F: 3-S: 3) 

This course is a review of the essentials of Classi- 
cal Attic grammar and a close reading of selections 
from Greek literature, usually Xenophon's 
Anabasis, Plato's Apology and/or Crito and 
Euripides' Medea. Special provision will be made 
to meet the needs of students of Philosophy (e.g., 
more Plato) and Theology (e.g., New Testament 
instead of classical authors). David Gill, S.J. 

CL 056-057 Intermediate Latin (F: 3-S: 3) 

A thorough review of essential grammatical forms 
presented in Elementary Latin along with a close 
reading of an introductory selection of Roman 
prose and poetry. Eugene W. Bushala 

John Shea 
Joel Werthman 

CL 060-061 Elementary Modern Greek 

This course is an introduction to the study of 
Demotic Greek. It will introduce the fundamen- 
tals of grammar and will focus on reading ability, 
oral comprehension, and oral expression. Class 
instruction is supplemented by required labora- 
tory work. Offered alternate years 

Maria Kakavas 

CL 070-071 Intermediate Modern Greek 
(F: 3-S: 3) 

Prerequisite: Elementary Modern Greek or 
equivalent 

This second-year course in the Modern Greek 
language will enable the student to enjoy the read- 
ing of representative contemporary writers such 
as Kazantzakis, Myrivilis, Seferis, Samarakis, 
Tachtsis and Elytis. Maria Kakavas 

Greek and Roman Culture 

The reading for these courses is entirely in En- 
glish, and no acquaintance with the Greek or 
Latin language is presumed. A student who wishes 
to do some of the reading in the original languages 
may consult the instructor. 

CL 101 Introduction to the Modern Greek 
World (S: 3) 

I his course is an introduction to the geography, 
history, literature, religion, art, politics, and cul- 
ture of contemporary Greece. It aims at present- 
ing an overall view and sensitive understanding of 
the current state of the country, taking into ac- 



count Greece's liminal position between East and 
West, her recent attachment to the European 
Community, and the strong residual tradition of 
ancient Greece and Byzantium. The course is of- 
fered entirely in English. It serves as an excellent 
preparation for anyone seriously interested in vis- 
iting Greece and seeing beyond the walls of the 
Hilton Hotel. It also forms a basis for any further 
study of Greece and offers a bird's-eye view of the 
new integrated Europe of the 1990s. Offered al- 
ternate years Dia M.L. Philippides 

CL 1 10 Medical Terminology (S: 3) 

A study of the formation, meaning, and use of 
scientific terminology intended primarily for bi- 
ology, pre-medical and pre-dental students. The 
subject matter will include the prefixes, suffixes, 
and stems of Greek and Latin words that have 
been appropriated into English scientific vocabu- 
lary. The only requirements are a textbook, an 
active memory, and noteworthy attendance. The 
course material will involve some simple linguis- 
tic principles of word formation. The prime con- 
cern will be to teach the rudiments of scientific 
terminology so that the student will be able to 
perceive at a glance the components of chiefly bio- 
logical and medical words. 

Students who have taken EN 572 or CL 1 12 
may not take this course. Eugene IV. Bushala 

CL 1 12 (EN 208) Etymology (F: 3) 

This course has a double purpose: to increase 
one's vocabulary and to introduce students to the 
etymology of English vocabulary that has come 
from ancient Greek and Latin. Naturally it de- 
mands persistent effort, daily participation, and a 
lively memory. Students will learn a number of 
word stems, prefixes, and suffixes that have been 
derived from Greek and Latin, and some general 
principles of word-formation. Students who have 
taken CL 1 1 or EN 5 7 1 may not take this course 
for credit. Eugene IV. Bushala 

CL 121 Tragedy and Comedy (F: 3) 

This course is an inquiry into the origins, devel- 
opment, and nature of tragedy and comedy, since 
they correspond (more than most literary catego- 
ries) to two kinds of experience or to two view- 
points about the fundamental character of life. 
The aims of the course, broadly speaking, are 
analytic (how to interpret individual works), his- 
torical (what to say about different types of trag- 
edy and comedy over the centuries), and ethical 
(what issues are raised, in what differing contexts, 
by tragedies and comedies). Readings in both 
classical and post-classical literary works and 
critical writings, including Homer, Herodotus, 
Sophocles and Euripides, Aristophanes, Aristotle, 
Plautus, Shakespeare, Pope, and Dostoyevski. 
This course satisfies the Core requirement in Lit- 
erature. Charles F. Ahem, Jr. 

CL 1 76 Modern Greek Drama 

A survey of the highlights of modern Greek drama 
beginning with the remarkable plays of the Cretan 
Renaissance (e.g., the tragedy Erofili), and center- 
ing mainly on the 20th century, with plays such 
as Tragedy-Comedy (N. Kazantzakis), The Court- 
yard of Miracles (I. Kambanellis), The City (L. 
Anagnostaki), The Ear of Alexander (K. 
Mourselas), The Wedding Band (D. Kehaides), The 
Match (G. Maniotes). The discontinuity from the 
ancient Greek theater may be discussed and a 



reading performance may be planned. The course 
is offered entirely in English. Offered triennially 

Dia M.L. Philippides 

CL 1 86 Greek Civilization (F: 3) 

After a brief survey of early Greek history, the 
course will focus on the distinctive achievements 
of Athens at her creative peak in the fifth century 
BCE: the development and working of the Athe- 
nian Democracy; the drama (Aeschylus, 
Sophocles, Euripides, Aristophanes); the 
Periclean building program (Parthenon, etc.); the 
beginnings of philosophy (the Sophists and 
Socrates); the rise and fall of the Athenian Em- 
pire (Herodotus and Thucydides). Reading will 
be mostly from the original sources (in transla- 
tion). David Gill, S.J. 

CL 202 Classical Greek Drama in Translation 

(S:3) 

Selected plays from 5th-century Attic drama, in- 
cluding Aeschylus' Oresteia trilogy, Sophocles' 
Antigone and Oedipus Rex, Euripides' Medea, 
Hippolytus and Bacchae, Aristophanes' Frogs and 
Lysistrata, will be read in English. Secondary read- 
ings, visual materials (video tapes of performances 
and slides) and discussion will focus on the devel- 
opment of classical drama, the ancient theater, 
stagecraft, and contemporary society, including 
the roles of men and women and issues of justice, 
heroism and ethics. 

This course satisfies the Core requirement in 
Literature, and it would be of interest to students 
of the theater, English and other literatures that 
have been influenced by the form and content of 
classical drama. 

Provision may be made for Classics students 
to read certain portions in Greek. 

Dia M.L. Philippides 

CL 21 2-21 3 (FA 211-212) Art of the Ancient 
Mediterranean World (F: 3-S: 3) 

This course will include the visual history and arts 
of the Ancient Mediterranean world from the rise 
of civilizations along the Nile, in the Holy Land, 
and Mesopotamia to the fall of the western Ro- 
man Empire, about 480. Cities, sacred areas, pal- 
aces, and building for communication, civic ser- 
vices and war will be included, as well as paint- 
ing, sculpture, jewelry, and coinages. 

The fall term will begin with Egypt and 
Mesopotamia and will emphasize Greek Art, 
through Philip and Alexander the Great, to the 
beginning of the Roman Empire. 

The spring term will be devoted to Roman Art 
in its broadest sense, beginning with the Helle- 
nistic world after Alexander the Great and mov- 
ing to Etruscan and Greek Italy in the Roman 
Republic, and then to the Roman Empire. 

Cornelius Vermeule 

CL 21 7 (EN 209) The Ancient Epic (S: 3) 

This is a study of the Iliad and the Odyssey of 
Homer and the Aeneid of Vergil as masterpieces 
of western literature. Emphasis on thematic and 
narrative structure and the epic hero. This course 
satisfies the Core requirement in Literature. 

David Gill, S.J. 

CL 238 Translation Workshop/ Advanced Greek 
Reading (F: 3) 

The students will analyze and interpret several 
representative short stories in modern Greek Lit- 



College of Arts & Sciences • Communication 



• 33 



erature. Students will confront the problems of 
translation and prepare their own translation of 
at least two of these short stories. 

Maria Kakavas 

CL 262 Roman Civilization (S: 3) 

After a survey of the broad outlines of Roman 
history, the course will focus on selected topics 
that illustrate the character of life in the early 
Roman empire — the years of Roman Peace. 
Among these topics are family life, social stratifi- 
cation, mythology and religion (including the 
growth of Christianity in pagan culture), politi- 
cal institutions and social attitudes, art, law, lit- 
erature, economic life (including slavery), and 
popular entertainment (the infamous shows). The 
aim of the course will be to look not so much at 
the monumental achievement of Roman imperial 
government as at the varied texture of life under 
that government. Charles F. Ahem, Jr. 

CL 271 Advanced Topics in Modern Greek 

(S:3) 

A seminar in which the students will be intro- 
duced to advanced bibliographic methods and will 
investigate a topic (or topics) in modern Greek 
literature, linguistics, history or culture. This 
course may be repeated for credit since the con- 
tents varies each time it is given. 

Din ML. Pbilippides 

CL 275 Greece Viewed Through Her Films 

A course that looks at Greece through the me- 
dium of films made chiefly by Greek filmmakers. 
Greece has brought forth filmmakers of 
established international reputation, including 
among others: Thodoros Angelopoulos, Michael 
Cacoyannis, Costa Gavras, Pantelis Voulgaris. 
We shall discuss the historical and political events 
behind the films, read scenarios and literary pro- 
totypes wherever they are available, and try to 
understand the comments being made on the in- 
ternal workings of Greek society (of city and of 
country) and on the relation of Greeks to foreign- 
ers. The course may provide an opportunity for 
contrasting these films with other views of Greece 
and for comparing them with films of other coun- 
tries. 

This course will count as an elective towards 
the Minor in Modern Greek Studies administered 
by our department. A good number of the films 
viewed will have English subtitles, so that knowl- 
edge of Modern Greek is not essential. Offered 
triennially Dia M.L. Pbilippides 

CL 280 Currents in Modern Greek Literature 

(S:3) 

A survey of the Modern Greek literature that ex- 
amines the following: the Greekness of the work, 
its debt to the Ancient (pagan) and Byzantine 
(Christian) tradition, the crosscurrents arriving 
from East and West, and the influence of contem- 
porary, political, artistic, and societal conditions. 
The course satisfies the Core requirement in 
Literature. It is offered entirely in English, though 
it also forms an elective towards the Minor in 
Modern Greek Studies. No knowledge of the 
Modern Greek language is necessary, but provi- 
sion may be made for those wishing to read cer- 
tain texts in Greek. Dia M.L. Pbilippides 

CL 290 Computers and (Modern) Greek 

A course that introduces its participants to some 
of the ways in which the study of Greek may be 



enhanced through the use of the computer. It will 
also address some of the issues connected with 
using the computer for Greek that become prob- 
lematic — in contrast to its more common use in 
languages using the English/Latin alphabet — and 
attempt to suggest solutions. 

This course will count as equivalent to "Ad- 
vanced Topics in Modern Greek," the most ad- 
vanced seminar for the Minor in Modern Greek 
Studies. It can be expanded to accommodate ad- 
vanced students of Ancient Greek too; this re- 
quires prior discussion with the instructor. Offered 
triennially Dia M.L. Pbilippides 

Advanced Reading Courses 

These courses presume an ability to read Latin or 
Greek above the intermediate level; reading is 
primarily in the original languages, unless an in- 
structor makes other arrangements. 

CL 320 (TH 423) Seminar in Latin Petrology 
(S:3) 

See course description under TH 423. 

Margaret Schatkin 

CL 323 (TH 425) Seminar in Greek Patrology 

(F:3) 

See course description under TH 425. 

Margaret Schatkin 

CL 326 Roman Historians (F: 3) 

Reading in Latin of selections from Livy and 
Sallust. Lectures and supplementary reading on 
the history of the periods. David Gill, S.J 

CL 329 Ovid's Metamorphoses (F: 3) 

This course includes discussions of selected sto- 
ries from Ovid's long narrative poem about 
mythological transformations. We will consider 



Ovid's skill as a story teller and his overarching 
instability in the world of nature and in human 
personality. Charles F. Ahem, Jr. 

CL 340 Greek Lyric Poetry (F: 3) 

A reading of a selection of ancient Greek lyric 
poetry. John Shea 

CL 346 Latin Prose Composition (S: 3) 

This course will give a student practice in both 
the analysis and the composition of Latin prose. 
The emphasis in both components will be on sen- 
tence structure: the ordering of words and the 
logic of word groups, that is, of phrases and 
clauses, of subordination and coordination, and 
of parallelism and antithesis. A firm knowledge of 
Latin grammar at the intermediate level is nec- 
essary. Students who have not taken an advanced 
reading course in Latin should consult with the 
instructor before enrolling. 

Charles F. Ahem, Jr. 

CL 353 Advanced Readings in Latin (S: 3) 

A reading in Latin of an author or authors in ac- 
cordance with the needs of the students. 

The Department 

CL 388 Advanced Readings in Ancient Greek 

(S:3) 

This course includes readings in Greek of a dif- 
ferent author or authors not read in CL 367, and 
in accordance with the needs of the students. 

David Gill, S.J. 

CL 390-391 Readings and Research (F: 3-S: 3) 

Charles F. Aheam, Jr. 

Eugene W. Bushala 

David Gill, S.J. 

Maria Kakavas 

Dia M.L. Pbilippides 



Communication 



FACULTY 

Mary T. Kinnane, Professor Emeritus; A.B., 
H.Dip. Ed., Liverpool University; A.M., Uni- 
versity of Kansas; Ph.D., Boston College 

Joseph M. Larkin, S.J., Associate Professor 
Emeritus; A.B., Boston College; A.M., Catholic 
University; S.T.B., Weston College 

Marilyn J. Matelski, Professor; Assistant Chair- 
person of the Department; A.B., Michigan 
State University; A.M., Ph.D., University of 
Colorado 

Ann Marie Barry, Associate Professor; B.S., 
M.A, Salem State College; M.S., Ph.D., Bos- 
ton University 

Donald Fishman, Associate Professor; B.A., Uni- 
versity of Minnesota; M.A., Ph.D., Northwest- 
ern University 

Dale A. Herbeck, Associate Professor; B.A., 
Augustana College; M.A., Ph.D., University of 
Iowa 

Dorman Picklesimer, Jr., Associate Professor; 
A.B., Morehead State University; A.M., Bowl- 
ing Green State University; Ph.D., Indiana 
University 



William James Willis, Associate Professor; 
Chairperson of the Department; B.A., Univer- 
sity of Oklahoma; M.A., East Texas State Uni- 
versity; Ph.D., University of Missouri 

Lisa Cuklanz, Assistant Professor; B.S., Duke 
University; M.A., Ph.D., University of Iowa 

Michael Keith, Lecturer; B.A., M.A., Univer- 
sity of Rhode Island 

Gail Ann McGrath, Lecturer; A.B., Heidelberg 
University; A.M., Bowling Green State Univer- 
sity; Ph.D., Boston College 

PROGRAM DESCRIPTION 

The Department of Communication (formerly 
Speech Communication and Theater) offers ma- 
jors for undergraduates in Communication. 

The objective of the major in Communication 
is to provide students with a critical understand- 
ing of the nature, scope, and function of commu- 
nication and journalism. Courses are designed to 
examine varying practical and theoretical perspec- 
tives, historical developments, and the expanding 



34 • College of Arts & Sciences • Communication 



role that communication and the mass media play 
in modern life. In addition, courses are intended 
to provide students with an opportunity to acquire 
skills in public speaking, writing, reporting, 
broadcast production, public relations, advertis- 
ing and critical thinking. 

Requirements for the Major in 
Communication 

Students graduating in 1995 and beyond must 
complete eleven (11) courses to major in Com- 
munication. Six (6) of the courses are required. 
These courses are (1) CO 010, The Rhetorical 
Tradition; (2) CO 020, Survey of Mass Commu- 
nication; (3) CO 030, Public Speaking; (4) 1 
Theory Course (any course numbered between 
CO 370-390 meets this requirement); (5) 2 Writ- 
ing Intensive Seminars (any course numbered 
between CO 425-485 meets this requirement.) 

The other five (5) courses are electives, and 
students may select these courses based upon their 
interests and objectives. Most of the 200-level 
courses are pre-professional in nature, and many 
are skills courses in areas like writing and produc- 
tion. CO 010, The Rhetorical Tradition, and CO 
020, Survey of Mass Communication, should be 
taken before registering for other courses in the 
Department. 

Honors Program 

The Department offers an honors program in 
Communication that begins in the second semes- 
ter of the student's junior year. The honors se- 
quence is a two-semester program. The first se- 
mester (second semester of the junior year) is de- 
voted to data collection, research design, and 
framing research questions. The program culmi- 
nates with the writing of an honors thesis during 
the first semester of the senior year. Students who 
wish to participate in the Department's honors 
program should have a cumulative grade point av- 
erage of 3 .4. The second honors course, CO 591, 
may be used as a writing intensive course. 

Internship Program 

The Department offers an internship program in 
mass communication. The program is open to all 
majors in Communication who have senior stand- 
ing and a 3.0 or higher G.P.A. In addition, po- 
tential interns must have completed a minimum 
of six courses in communication at Boston Col- 
lege prior to the beginning of their final year. 

Beginning with the class of 1995, the six 
courses are to include CO 010, CO 020, CO 030, 
a theory course and appropriate preparatory 
course work necessary for the specific field place- 
ment. 

Declaring a Major 

Students who are freshmen may declare a major 
in Communication at any time during their fresh- 
men year. Students who are sophomores must 
complete two courses in Communication before 
they will be permitted to add a major in Commu- 
nication. All questions about declaring a major 
should be directed toward the Chairperson of the 
Department. 



COURSE OFFERINGS 

CO 010 The Rhetorical Tradition (F, S: 3) 

This is an introductory course that is designed to 
examine the evolution of rhetorical principles 
during the classical, Renaissance, and modern 
periods. The course focuses on pivotal concepts 
in rhetoric, and their application to contemporary 
discourse. This is a foundation course in the field 
of communication. It introduces students to pe- 
rennial issues and concerns in rhetoric, and looks 
at communication as a way of knowing about self 
and society. Lisa Cuklanz 

GailMcGrath 
Dorman Picklesimer, Jr. 

CO 020 Survey of Mass Communication 
(F, S: 3) 

This is a survey course in mass communication. 
It explores the political, social, economic, and 
cultural forces that have influenced the develop- 
ment of the media. The topics include the follow- 
ing: media history, governmental regulation of 
the media, constitutional issues related to the First 
Amendment, media economics, the character of 
mass media content, and the organizational deci- 
sion-making process within media institutions. 
This is a required course for all communication 
majors. Donald Fishman 

The Department 

CO 030 Public Speaking (F, S: 3) 

This course is an introduction to the theory, com- 
position, delivery, and criticism of speeches. At- 
tention is devoted to the four key elements of the 
speech situation: message, speaker, audience, and 
occasion. Emphasis in the course is also given to 
different modes of speaking and a variety of 
speech types, such as persuasive, ceremonial, and 
expository addresses. This is a performance as well 
as a theory course. The course is required for all 
communication majors. The Department 

CO 104 Interpersonal Communication (F, S: 3) 

This course is based upon the premise that most 
of the communication in which people engage is 
interpersonal rather than public. It relates more 
closely to the day-to-day communication needs 
of contemporary society. Student participation in 
this course ranges from dyadic (one-to-one) com- 
munications to formal situations. The course is 
divided into three sections: (1) know self, (2) know 
others, and (3) know the message. Both verbal 
and nonverbal communication techniques are 
stressed. Dorman Picklesimer, Jr. 

CO 105 Debate (F, S: 3) 

This course introduces the student to the theory 
and practice of debate. It is designed for students 
without any formal training in debate. Assign- 
ments include participation in three class debates, 
preparation of affirmative and negative argu- 
ments, and compilation of an evidence file and 
annotated bibliography on the debate topic. 

John Katsulas 

CO 107 Voice and Articulation for the Electronic 
Media (F, S: 3) 

This course is designed for students interested in 
building toward a level of vocalization acceptable 
for professional radio and television performance. 
Attention will be given to all aspects of voice pro- 
duction including rate, pitch, volume, tone, and 
clear and accurate articulation that adheres to the 



General American Standard. Extensive use will be 
made of tape recordings for practice, self analysis 
and instructor evaluation. The International Pho- 
netic Alphabet will be employed as the basic tool. 
This course is not appropriate for individuals with 
speech deficiencies. Gail McGrath 

Rita Rosenthal 

CO 220 Radio Operations and Production 
(F, S: 3) 

This course is designed to present an overview of 
basic audio theory, programming and production 
techniques, station management and radio's re- 
lationship to the record industry and government. 
Students must meet for a one-hour lab period 
each week in addition to the two-hour lecture 
periods. Michael Keith 

CO 222 Studio Television Production (F, S: 3) 

Prerequisite: CO 227 

This course is designed to introduce students 
to the tools and techniques of television produc- 
tion. Attention is given to the planning and pro- 
duction skills necessaiy for effective communica- 
tion in television. To pursue these goals, a sub- 
stantial portion of the course will be devoted to 
learning production skills in a television studio. 

Paul Reynolds 

William Stanwood 

Don Larick 

CO 223 TV Field Production (F, S: 3) 

Prerequisite: CO 222 

This course will focus on the techniques in- 
volved in producing and shooting video in the 
field and in editing that video for broadcast over 
television. William Stanwood 

Don Larick 
David Corkum 

CO 227 Broadcast Writing (F, S: 3) 

This course introduces the student to a broad 
sampling of broadcast writing styles. Areas of fo- 
cus will include news, sports, documentaries, 
commercials, public service announcements, edu- 
cational television, and writing for specialized 
audiences. A special emphasis will be placed on 
dramatic and comedy writing in the final third of 
this course. Patricia Delaney 

James Dunford 

CO 230 News Writing (F, S: 3) 

An introduction to reporting for the print media, 
this course examines (1) techniques of interview- 
ing and observation, (2) the news value of events, 
and (3) the organizational forms and writing styles 
used by newspapers. Maureen Goss 

Jim Willis 
The Department 

CO 231 Feature Writing (F, S: 3) 

Prerequisite: CO 230 

This course focuses upon feature writing for 
newspapers and magazines. Frequent story assign- 
ments, regular newspaper reading, and leaving 
campus to cover stories are required. 

Maureen Goss 

CO 235 Advertising (F, S: 3) 

This course explores advertising as an institution 
in society, both as a marketing tool and as a com- 
munication process. Designed as a comprehensive 
view of the subject, the course includes such top- 
ics as advertising regulation, the role of advertis- 



College of Arts & Sciences • Communication* 35 



ing in the marketing mix, the organization of the 
advertising agency, marketing/advertising re- 
search and the creative uses of various advertis- 
ing media. Students will participate in the formu- 
lation of a comprehensive advertising campaign 
plan. Ann Marie Bariy 

David Honigan 

CO 236 Ad Copy and Layout (F, S: 3) 

Prerequisite: CO 235; permission of instructor 

This course is designed to promote an under- 
standing of effective creative work in advertising 
through the study of basic visual design concepts 
and the production of advertisements in a variety 
of media, including newspapers, magazines, direct 
mail, catalogs, and out-of-home vehicles. Stu- 
dents will produce creative work in both semi- 
comprehensive and comprehensive layouts, cri- 
tique their own work and that of others, and de- 
velop a final creative campaign for inclusion in an 
advertising portfolio. Ann Marie Barry 

CO 240 Public Relations (F, S: 3) 

This course is designed to be an examination of 
the technical, counseling, and planning elements 
in public relations. Attention in the course will 
focus on public relations campaigns, non-profit 
public relations, and the often complex relation- 
ship between management strategies and promo- 
tional objectives. Emphasis will also be placed on 
developing proper writing techniques for public 
relations. Lynda M McKinney 

Donald Fishwaii 
Karen Kelly 

CO 249 Communication Law (S: 3) 

This course is designed to examine major prin- 
ciples and trends in communication law. The 
course analyzes a wide-range of issues related to 
the First Amendment, intellectual property, and 
broadcast regulations. Special attention is devoted 
to problems in libel and privacy that affect the 
practicing journalists and broadcaster. 

Dale Herbeck 

CO 280 Broadcast Programming and 
Promotion (S: 3) 

This course will examine programming and pro- 
motional strategies in radio and television. More 
specifically it will focus on developing media strat- 
egies to capture a particular segment of the mass 
audience, by analyzing competitive scheduling 
techniques, special versus regular series program- 
ming, network-affiliate relationships, and the in- 
fluence of broadcast advertising on programming. 

Marilyn Matelski 

Theory Courses 

CO 372 Mass Communication Theory (F, S: 3) 

Mass Communication Theory explores the nature 
and impact of media upon society. The main pur- 
pose of this course is to improve the understand- 
ing of the mass communication process, examin- 
ing concerns of both the media practitioner and 
the media consumer. Topics include the follow- 
ing: (1) political campaign strategies; (2) leader- 
ship, social change, and propaganda; (3) media 
criticism; (4) visual communication and virtual 
reality; (5) media and interpersonal dynamics; and 
(6) cultural studies. Marilyn Matelski 

The Department 



CO 375 Argumentation Theory (F: 3) 

Argumentation is an art of inquiry and advocacy, 
calling for the exercise of judgment by someone. 
It involves establishing claims by adducing reasons 
for them. So long as the standards of proof and 
evidence remain uniform, the requirements of 
such proof are unlikely to be controversial. When 
such standards are not uniform, or are not uni- 
formly accepted, however, the requirements of 
proof itself become a subject of contention. This 
course considers the nature of these standards and 
how they vary across different fields of argument. 

Dale Herbeck 

CO 376 Theories of News Analysis (S: 3) 

This course applies the concepts of critical rhe- 
torical theory to the analysis of news media. Stu- 
dents select a contemporary event or problem in 
the news and develop a five-stage project culmi- 
nating in a 20-25 page research paper. 

Lisa Cuklanz 

CO 378 Rhetorical Theory (F: 3) 

In everyday conversation, rhetoric is often used 
to describe lies or bombastic language. While 
these conceptions of rhetoric are interesting, this 
course is premised on understanding rhetoric as 
a way of knowing. Accordingly, this course devel- 
ops a rhetorical perspective concerned with the 
act of persuasion and the creation of social truths. 
In an effort to understand this process, the course 
will consider rhetoric as a discipline involving 
theory, application, experimentation, and criti- 
cism. Dale Herbeck 

Writing-Intensive Seminars 

CO 442 Intercultural Communication (F, S: 3) 

The purpose of this course is to focus on inter- 
cultural and international communication of to- 
day and tomorrow. It will be divided into three 
basic areas: (1) subcultural communication in 
America; (2) intra- and inter-cultural differences 
in other societies; and (3) international commu- 
nication — its successes and failures. Comparative 
broadcasting systems in each society will be dis- 
cussed as well as case studies of specific countries. 

Marilyn Matelski 

CO 443 Ethical Consideration in the Mass 
Media (F, S: 3) 

This course will examine the ethical dimensions 
of the decisions made daily by the news media in 
America. The course will examine both ethical 
and philosophical underpinnings that have arisen 
from the works of such classical ethicists as Ari- 
stotle, Kant, Mill, and Descartes and apply these 
principles to the way the news media gathers and 
reports information that affects both individuals 
and society alike. Actual case studies involving 
controversial media ethical decisions will be ex- 
amined and discussed. Jim Willis 

The Department 

CO 444 Communication Technology and 
Society (S: 3) 

As the age of multimedia and interactive televi- 
sion dawns, many changes loom for the nature of 
news, information, entertainment, as well as 
lifestyles of all Americans. This course will exam- 
ine the nature and impact of this technology. 

The Department 



CO 445 Seminar on Freedom of Expression 

(S:3) 

This course will examine major works focusing on 
freedom of expression including the contributions 
of Bollinger, Haiman, MacKinnon, Shiffrin, 
Sunstein, among others. Although a wide range 
of topics pertinent to freedom of expression will 
be discussed, the course will have a special empha- 
sis on access, commercial expression, hate speech, 
obscenity, violent pornography, and new tech- 
nologies. Dale Herbeck 

CO 446 (FA 390) Novels Into Film (S: 3) 

This course explores the forms of novels and films 
as they communicate inner ideas through radically 
different outer forms, and of the various tools and 
techniques used to transform literary works into 
films. Ann Marie Barry 

CO 447 Rhetorical Criticism (F, S: 3) 

This course is an undergraduate level introduc- 
tion to various methods for rhetorical analysis. It 
is divided into two segments, the first treating 
methods for writing rhetorical history and the 
second examining more pure types of rhetorical 
criticism. The principle concerns will be (1) un- 
derstanding the intellectual assumptions under- 
lying general approaches to the analysis of oral, 
written and electronic literature, and (2) learning 
to use particular methods subsumed by the dif- 
ferent approaches addressed in class. 

Dale Herbeck 

CO 450 Freedom of Speech (F: 3) 

This course is designed to examine the evolving 
interpretation of freedom of speech from the 
American Revolutionary War period to the Viet- 
nam War era. The focus of the course is on the 
intellectual, political, and social factors that influ- 
enced varying conceptions of freedom of expres- 
sion. Special emphasis will be placed upon the 
extent to which the changing nature of journal- 
ism affected legal developments. In addition, this 
course will examine the changing forum for free 
speech litigation from the state to the federal 
courts and the transformation in free speech 
thinking from protecting majority interests to 
safeguarding the rights of minorities. This is a 
writing-intensive seminar course. 

Donald Fishman 

CO 45 1 Gender Roles and Communication 
(F, S: 3) 

This course is a writing-intensive seminar and a 
women's studies course. Focus is on the social 
construction of gender through communication. 
The early section of the course compares histori- 
cal and cross-cultural notions of gender. Then, 
building on these comparisons, students read 
about, examine, and analyze communication texts, 
focusing particularly on television programming 
and advertising. Students are encouraged to de- 
velop a sense of themselves as active participants 
in the social construction of gender rather than 
as passive consumers and receivers of mass medi- 
ated communication. Lisa Cuklanz. 

CO 452 Political and Social Communication I 

(F:3) 

This writing intensive course is dedicated to the 
proposition that, "History is made with words." 
Thus, this course will concentrate on the major 
political and social issues of the 19th century. Stu- 
dents will integrate theories of rhetorical criticism 
with the speeches and the causes they support. 



36 • College of Arts & Sciences • Computer Science 



CO 453 Political and Social Communication II 

(S:3) 

This writing intensive course is a sequel to CO 
452-although it is not necessary to have com- 
pleted CO 452 to enroll in CO 453. This course 
concentrates on the major speeches and speakers 
who molded American thought from the Cold 
War to the present. Theories of rhetorical criti- 
cism will be integrated in the evaluation of major 
speeches selected by the students. Although not 
required for admission to the course, the comple- 
tion of Public Speaking and/or Rhetorical Criti- 
cism is recommended. Dorman Picklesimer, Jr. 

CO 470 (UN 510) Capstone: Conflict, Decision 
and Communication (F: 3) 

This seminar focuses on inevitable questions that 
underlie most undergraduate study and which 
form the basis for critical decision-making 
throughout our lives. Reading, viewing and dis- 
cussion will center on inner- and outer-directed 
communication as a dynamic process reflecting 
our most cherished values, beliefs and hopes. 
Emphasis will be on the concepts of justice, free- 
dom and responsibility, the wider imagination, 
and personal moral and ethical choices. Like all 
Capstone courses, it invites students to review 
their education at Boston College to reflect on the 
lifelong task of integrating work, personal rela- 
tionships, citizenship and spiritual development. 

Ann Marie Bany 

CO 477 Broadcast Century Issues (F: 3) 

The impact of radio and television has been felt 
around the world. It has altered the way we think 
and behave. This course is an assessment of the 
major issues and events that have informed 20th 
century broadcast media. Topics will be examined 
within the context of their relationship to society 
and culture. Michael Keith 

Other Majors' Courses 

CO 500 Debate Practicum (F, S: 1 ) 

This course is an advanced discussion and analy- 
sis of contemporary debate theory with an empha- 
sis on paradigms, topicality, counterplans, trends 
in debate, and other specialized topics. 

Dale Herbeck 

CO 520 Media Workshop I (F, S: 3) 

Prerequisites: (1) Senior standing, (2) 3.0 and above 
GPA, or 2.8 overall and 3.2 in major (3) comple- 
tion of six courses in communication, including 
those required for the major, and (4) permission 
of the instructor 

This course gives senior communication ma- 
jors an opportunity to pursue a partial internship 
in the electronic or print media. Practical experi- 
ence will be supplemented by discussions of rel- 
evant theoretical constructs. Adherence to profes- 
sional protocol is expected. A field research pa- 
per is required. Gail McGrath 

CO 521 Media Workshop II (S: 3) 

Prerequisites: Completion of Media Workshop I, 
and permission of the instructor 

Additional internship experience in the media 
is available to communication majors for a second 
semester. Gail McGrath 



CO 590 Introduction to Honors in 
Communication (S: 3) 

This course is designed to be an introduction to 
research in preparation for the completion of a 
scholarly thesis in Communication. Attention in 
the course will be devoted to data collection, re- 
search design, and topic selection. Emphasis also 
will be placed upon developing a writing style 
suitable for scholarly works. This course is open 
to juniors who have achieved a 3.4 cumulative 
grade point average. Students begin the honors 
program during the second semester of their jun- 
ior year, and those who complete this preparatory 
course with distinction may enroll in CO 591 
during the first semester of their senior year. 

Donald Fishman 

CO 591 Honors Program in Communication 

(F:3) 

Candidates for Departmental Honors who have 
successfully completed CO 590 may enroll in this 
course. Students in the course complete an hon- 
ors thesis under the supervision of the instructor. 

Ann Marie Bany 



CO 597 Readings & Research — Communications 
(F, S: 3) 

This course is intended to provide an opportunity 
for students to explore topics not currently cov- 
ered in the curriculum. Students will work on a 
specific research project under the supervision of 
a faculty member. The defining characteristics of 
the course are that (1) it must involve extensive 
readings, and (2) it must include a formal term 
paper of twenty or more pages. This course may 
be repeated. The Department 

CO 598 Teaching Assistantship (F, S: 3) 

This course is intended to provide undergradu- 
ate students with teaching experience. Students 
assist a professor in planning and implementing 
various aspects of a course. Open only to seniors 
and enrollment is limited to one student per pro- 
fessor. Permission of the instructor is required. 

The Department 

CO 599 Scholar of the College (F, S: 6) 

Students who have been accepted in the Scholar 
of the College Program should enroll in this 
course. This course may be repeated. 

Dale Herbeck 



Computer Science 



Program Director: Professor Gerard E. Keough, 
Department of Mathematics, Carney 323, 552— 

3755. 

Program Description 

Computer Science courses, both introductory 
and advanced, are offered jointly under the aus- 
pices of the Mathematics Department of the Col- 
lege of Arts and Sciences (A&S), and the Com- 
puter Science Department of the Carroll School 
of Management (CSOM). The program for 
A&S students is administered by the Program Di- 
rector in the Mathematics Department. 

There are four formal computer science pro- 
grams available to A&S students. A student may 
declare either a major or minor in Computer Sci- 
ence in A&S. This section of the Catalog details 
only these two programs. Questions concerning 
the Computer Science major and minor for 
A&S students should be referred to the Program 
Director. 

A&S students may otherwise elect to fulfill the 
requirements of the Concentration in Computer 
Science or the Concentration in Information Systems, 
which are available to CSOM students. These two 
programs are administered through the Chairper- 
son of the Computer Science Department of 
CSOM. Requirements and procedures for partici- 
pation are listed under "Computer Science" in the 
Carroll School of Management section of this 
Catalog. Questions concerning these two pro- 
grams should be referred to the Chairperson of 



the Computer Science Department, Carroll 
School of Management. 

The Major Program (Classes of 1 996 
and thereafter) 

The Computer Science major is designed to be 
both intellectually demanding and practical. Stu- 
dents complete a computer science component 
and a mathematics component, for a total of 14 
or more courses. 

Computer Science Component: 

Ten ( 1 0) courses in computer science are required 
for completion of the major: six (6) required core 
courses, and four (4) electives. At least three (3) 
of the electives must be chosen from the collec- 
tion of advanced electives and include at least one 
of the following courses: Compilers (MC 371), 
Operating Systems (MC 362) or Computer Net- 
works (MC 363). 

The Six Required Core Courses: Computer Science 
I (MT 550/MC 140), Computer Science II (MT 
551/MC 141), Computer Organization and As- 
sembly Language (MT 572/MC 260), Algorithms 
(MT 583/MC 383), Theory of Computation (MT 
585/MC 385), and Computer Architecture (MC 
372). 

Intermediate Electives: Systems Aialysis (MC 252), 
Business Systems (MC 254), Management Infor- 
mation Systems (MC 340), Ethical Issues in Com- 
puter Use (MC 690), or Numerical Analysis (MT 
414). 



College of Arts & Sciences • Computer Science 



37 



Advanced Electives: Any MC course numbered 
300-699, or any MT course numbered 500-599 
that is not otherwise listed as a Core course or an 
intermediate elective. 

Mathematics Component: 

At least four (4) mathematics courses are required 
for completion of the major, fulfilling basic re- 
quirements of two semesters of Calculus, a course 
(or courses) in Foundations of Discrete Math- 
ematics, and a course (or courses) in Applications 
of Discrete Mathematics. 

Two Semesters of Calculus: Students will ordinarily 
complete this requirement with any of the follow- 
ing two-semester sequences: MT 100-101, MT 
101-200, MT 102-103, orMT 103-202. Equiva- 
lent first year calculus sequences may be approved 
in consultation with the Program Director. 
Foundations of Discrete Mathematics: Students 
should complete this requirement with the one se- 
mester Foundations of Discrete Mathematics 
course MT 243. Either of the two-semester 
Mathematics sequences MT 216-217 or MT 
316-317 also fulfills this requirement, although 
these are usually appropriate only for majors com- 
pleting a double major in Mathematics. 
Applications of Discrete Mathematics: Students 
should complete this requirement with the one- 
semester Discrete Structures and Applications 
course MT 244. As a substitute, students may 
complete both MT 445, and either MT 420 or 
MT 426. This second option is usually only ap- 
propriate lor majors completing a double major 
in Mathematics. 

The Major Program (Class of 1995) 

The Computer Science major for students in the 
Class of 1995 differs from the program above only 
in that (1) any intermediate or advanced elective 
may be substituted for Computer Architecture 
(MC 372), and (2) there are no restrictions on 
which three advanced electives may be chosen. 

Advisement Comments 

Freshmen considering majoring in Computer Sci- 
ence are advised to complete one of the follow- 
ing Calculus sequences in freshmen year: MT 
100-101, MT 101-200, MT 102-103, or MT 
103-202. Computer Science I (MT 550/MC 140) 
should be completed no later than the first semes- 
ter of sophomore year (earlier completion is cer- 
tainly encouraged for students with prior pro- 
gramming backgrounds or strong technical skills). 
The mathematics component should be com- 
pleted no later than the end of junior year, since 
this material is designated among prerequisites for 
the required courses Algorithms and Theory of 
Computation (which are often taken in senior 
year). 

Freshmen wishing to double major in Com- 
puter Science and Mathematics should enroll in 
either MT 102-103 orMT 103-202 in the fresh- 
man year, and begin the Computer Science ma- 
jor with Computer Science I and II in sophomore 
year. Courses used to fulfill the ten-course com- 
puter science component for the Computer Sci- 
ence major may not be used to satisfy any of the 
course requirements for the Mathematics major. 
However, mathematics courses taken to fulfill re- 
quirements for the Mathematics major may be 
used to satisfy the mathematics component of the 
Computer Science major. 



Entering students who have achieved a score 
of 4 or higher on the Computer Science AP Ex- 
amination, or students with significant program- 
ming backgrounds, should speak with the Pro- 
gram Director about proper course placement 
and possible requirement waivers. 

Any courses taken by Computer Science ma- 
jors and minors to fulfill program requirements 
under the MC designation will be counted to- 
wards the 32 courses that must be completed in 
A&S for graduation. 

The Minor Program 

The Minor program in Computer Science is de- 
signed to provide a coherent, yet demanding in- 
troduction to and overview of Computer Science, 
primarily for Mathematics and science majors, as 
well as other students with a strong secondary 
interest in Computer Science and good analyti- 
cal skills. 

Six (6) courses are required for completion of 
the Minor, according to the following three re- 
quirement categories: 

Introductory Course: One of MC 02 1 or MT 
063 or MC 174 or MT 390. (MT 063 is usually 
restricted to mathematics majors.) 

Three Required Core Courses: Computer Sci- 
ence I (MT 550/MC 140), Computer Science II 
(MT 55 1/MC 141), and Computer Organization 
and Assembly Language (MT 572/MC 260). 

Two Elective Courses: Chosen from the range 
MT 500-599, or MC 200-699, excluding the 
three required courses, and with at least one of these 
chosen to he other than Systems Analysis (MC 252), 
Business Systems (MC 254), Management Infor- 
mation Systems (MC 340), or Ethical Issues in 
Computer Use (MC 690). 

Beginning courses in the Minor may be re- 
placed by other electives (in consultation with the 
Program Director) in cases of students entering 
with prior programming experience. 

COURSE OFFERINGS 

This section lists by title only, those courses that 
support the Computer Science program. Com- 
plete course descriptions appear elsewhere in this 
Catalog under the respective departments: MT 
(for the Department of Mathematics in A&S), and 
MC (for the Computer Science Department in 
CSOM). 

The introductory course MC 02 1 is offered 
each semester, as is each of the required courses 
MT 550/MC 140, MT 55 1/MC 141, and MT 
572/MC 260. Most advanced electives are offered 
only in alternate years; hence, student schedules 
should be anticipated with some care. 

Required Core Course Offerings 

MT 583/MC 383 Algorithms (F: 3) 

P. Clote 
MT 585/MC 385 Theory of Computation (S: 3) 

R. A. Jenson 



Intermediate Elective Course Offerings 

MC 252 Systems Analysis (F, S: 3) 

C. P. Olivieri, E. Sciore 
MC 254 Business Systems (F, S: 3) 

T. Bugos 
MC 340 Management Information Systems 

A. Segars 
MC 690 Ethical Issues in Computer Use 
(Not offered 1994-1995) 
MT 414 Numerical Analysis (S: 3) 

G. E. Keough 
Advanced Elective Course Offerings 

MT 566 Programming Languages 

(Not offered 1994-1995) 

MT 568/MC 633 Computer Graphics 

(Not offered 1994-1995) 

MT 577/MC 652 Microcomputer Applications 
Development 

(Not offered 1994-1995) 

MC 357 Database Systems (F: 3) 

E. Sciore 
MC 359 Artificial Intelligence (S: 3) 

P. Kugel 
MC 362 Operating Systems 
(Not offered 1994-1995) 
MC 363 Computer Networks 
(Not offered 1994-1995) 
MC 371 Compilers (F: 3) 

E. Sciore 

MC 372 Computer Architecture (F: 3) 

M. C. McRarland, S. J. 

MC 373 Robotics 

(Not offered 1994-1995) 

MC 374 Topics in Computer Science: 
Multimedia Applications Development (S: 3) 

C P. Olivieri 
MC 61 1 Digital Systems Laboratory (S: 3) 

M. C. McFarland, S.J. 
MC 622 Prolog 
(Not offered 1994-1995) 
MC 644 Scientific Computation 

(Not offered 1994-1995) 

MT 599/MC 399 Reading and Research in 
Computer Science 

(By arrangement) 



38 • College of Arts & Sciences • Economics 



E 



O N O M I C 



FACULTY 

Robert J. McEwen, S.J., Professor Emeritus; 
A.B., Boston College; ALA., Fordham Univer- 
sity; Ph.L., S.T.L., Weston College; Ph.D., 
Boston College 

James E. Anderson, Professor; A.B., Oberlin 
College; Ph.D., University of Wisconsin 

Richard J. Arnott, Professor; B.S., Massachu- 
setts Institute of Technology; M.A., 
.M. Philosophy, Ph.D., Yale University 

David A. Belsley, Professor; A.B., Haverford 
College; Ph.D., Massachusetts Institute of 
Technology 

Frank M. Gollop, Professor; A.B., University of 
Santa Clara; A.M., Ph.D., Harvard University 

Peter Gottschalk, Professor; B.A., M.A., 
George Washington University; Ph.D., Uni- 
versity of Pennsylvania 

Marvin C. Kraus, Professor; B.S., Purdue Uni- 
versity; Ph.D., University of Minnesota 

William B. Neenan, S.J., Professor; A.B., A.M., 
S.T.L., St. Louis University; Ph.D., University 
of Michigan; Academic Vice President and 
Dean of Faculties 

Joe Peek, Professor; B.S., M.S., Oklahoma State 
University; Ph.D., Northwestern University 

Joseph F. Quinn, Professor; Chairperson of the 
Department; A.B., Amherst College; Ph.D., 
Massachusetts Institute of Technology 

Donald K. Richter, Professor; B.A., M.A., Yale 
University; Ph.D., Massachusetts Institute of 
Technology 

Christopher F. Baum, Associate Professor; A.B., 
Kalamazoo College; A.M., Florida Atlantic 
University; Ph.D., University of Michigan 

Donald Cox, Associate Professor; B.S., Boston 
College; M.S., Ph.D., Brown University 

Bruce E. Hansen, Associate Professor; A.B., Oc- 
cidental College; M.A., Ph.D. Yale University 

Francis M. McLaughlin, Associate Professor; 
Assistant Chairperson of the Department; B.S., 
A.M., Boston College; Ph.D., Massachusetts 
Institute of Technology 

Robert G. Murphy, Associate Professor; B.A., 
Williams College; Ph.D., Massachusetts Insti- 
tute of Technology 

Harold A. Petersen, Associate Professor; A.B., 
DePauw University; Ph.D., Brown University 

Fabio Schiantarelli, Associate Professor; B.S., 
Bocconi University, Italy; M.S., Ph.D., London 
School of Economics 

Richard W. Tresch, Associate Professor; A.B., 
Williams College; Ph.D., Massachusetts Insti- 
tute of Technology 



Chong-en Bai, Assistant Professor; B.S., China 
University; M.S. Institute of Mathematics, 
Ph.D.s, University of California at San Diego 
and Harvard University 

T. Christopher Canavan, Instructor; B.A., 
Oberlin College; M.I.A., Columbia University 
School of International Affairs; Ph.D., (cand) 
Columbia University 

Douglas Marcouiller, S.J., Instructor; A.B., 
Princeton University; M.A., Yale University; 
M. Div., Weston School of Thoelogy; Ph.D., 
(cand) University of Texas at Austin 



PROGRAM DESCRIPTION 

The major in Economics provides a critical ex- 
amination of how the economic system works in 
the United States and throughout the world. The 
introductory courses, EC 131-132, are surveys of 
economic problems, policies, and theory, and re- 
quired courses in micro theory and macro theory 
(EC 201, 202) give a deeper analytical foundation. 
Electives permit further study in a wide range of 
fields, including money and banking, fiscal policy, 
international trade and finance, law and econom- 
ics, public sector economics, economic develop- 
ment, economic history, capital theory and 
finance, labor economics, econometrics, industrial 
organization, consumer economics, history of 
economic thought, transportation economics, en- 
vironmental economics, urban economics, politi- 
cal economy and public policy analysis. 

Economic electives are taught in two formats: 
the traditional lecture format, with enrollments 
up to 40, and a smaller writing-intensive format, 
with enrollments capped at 15 to 25, depending 
on the size of the writing component. Students 
are urged to take advantage of the writing-inten- 
sive courses, and to check with the department 
prior to the registration period to learn which 
courses will be offered in which format. 

Ten three-credit courses are required for the 
major, including Principles of Economics (EC 
131-132), Economic Statistics (EC 151 or 157), 
Microeconomic Theory (EC 201 or 401), Mac- 
roeconomic Theory (EC 202 or 402), and any five 
electives. Students from the Carroll School of 
Management may choose Economics as an area 
of concentration. The concentration consists of 
seven courses, including Principles of Econom- 
ics (EC 131, 132), Microeconomic Theory (EC 
201 or 401), Macroeconomic Theory (EC 202 or 
402), Economic Statistics (EC 151 or 155), and 
any two electives. Students with a serious inter- 
est in economics, however, are urged to take at 
least ten courses, the equivalent of an Arts and Sci- 



ences major. Finally, all Carroll School of Man- 
agement students, regardless of their area of con- 
centration, are required to take Principles of Eco- 
nomics (EC 131-132) and Statistics (EC 151 or 
155). 

A student choosing to do honors work in eco- 
nomics, whether in the Arts and Science honors 
program or not, does independent research and 
writes an honors thesis (EC 497^-98) under the 
guidance of an individual professor. The thesis 
proposal must be approved by the Department 
Honors Committee and should be started by the 
beginning of the fall term of senior year. Honors 
students should also select the following courses: 
Honors Statistics (EC 157), Econometric Meth- 
ods (EC 328), Honors Microeconomic Theory 
(EC 401), and Honors Macroeconomic Theory 
(EC 402) and several of the small enrollment 
writing-intensive electives. 

Honors are conferred by a vote of the Hon- 
ors Committee at the end of the student's senior 
year. Students planning to do graduate work 
should enter the honors program. Students with 
truly outstanding records are also encouraged to 
elect one or more graduate courses in their jun- 
ior or senior years. 

Non-honors students with strong analytical 
ability are urged to fulfill their micro and macro 
theory requirements by taking EC 401 and EC 
402 rather than EC 201 and EC 202. Students 
with good mathematical backgrounds should take 
EC 155 or EC 157 rather than EC 151 to meet 
the statistics requirement and they should also 
take EC 328, Econometric Methods. Students 
planning to do graduate work in economics 
should consider EC 71 1, Mathematics for Econo- 
mists, or its equivalent in courses from the Math- 
ematics Department. 

The major in Economics provides a general 
background that is useful to those planning ca- 
reers in law, government service, or business as 
well as those planning careers as professional 
economists. Professional economists work as col- 
lege teachers, as researchers for government agen- 
cies, businesses and consulting firms, and as ad- 
ministrators and managers in a wide range of 
fields. 

COURSE OFFERINGS 

Usually, students should take both EC 131 and 
EC 132. before taking any other Economics 
courses. Exceptions are the statistics courses (EC 
151, 155, and 157) and EC 341-343 for which 
there are no prerequisites. Students should take 
EC 131 before EC 132. EC 131-132 also satisfy 
the Social Sciences Core requirement. 

Students considering Principles should know 
the fundamentals of high school algebra, espe- 
cially the algebra and geometry of a straight line. 
Calculus is highly recommended for economics 
majors, and a prerequisite for Honors Micro and 
Macro Theory (EC 401, 402) and Econometric 
Methods (EC 328). 



College of Arts & Sciences • Economics • 39 



EC 131 Principles of Economics l-Micro (F, S: 3) 

This course is an analysis of prices, output, and 
income distribution through the interaction of 
households and business firms in a modern West- 
ern economy. The appropriate role of govern- 
ment intervention is examined, and basic analyti- 
cal tools are applied to current economic prob- 
lems. The Department 

EC 132 Principles of Economics ll-Macro 
(F, S: 3) 

This course is an analysis of national income and 
employment, economic fluctuations, monetary 
and fiscal policy, inflation, growth, and interna- 
tional aspects of macroeconomic policy. 

The Department 

EC 151 Economic Statistics (F, S: 3) 

This course is focused on probability, random 
variables, sampling distributions, estimation of 
parameters, tests of hypotheses, regression and 
forecasting. The Department 

EC 1 55 Statistics— Management Honors (S: 3) 

Prerequisite: Calculus 

This course is a more intensive analytical 
treatment of the topics covered in EC 151, and it 
is designed for Carroll School of Management 
students. J nana Muurinen 

EC 1 57 Statistics— Honors (F: 3) 

Prerequisite: Calculus 

A more intensive analytical treatment of the 
topics covered in EC 151. Jaana Muurinen 

EC 201 Microeconomic Theory (F, S: 3) 

Prerequisite: EC 1 3 1 

This course develops a theoretical framework 
with which to analyze consumer anil producer be- 
havior. This analysis is then employed to investi- 
gate the determination of prices and output in 
various market situations, the implications for 
welfare and the appropriate role for government 
intervention. The Department 

EC 202 Macroeconomic Theory (F, S: 3) 

Prerequisite: EC 1 3 2 

This course is intended to equip the student 
for the analysis of the determination of employ- 
ment and national income. Emphasis will be 
placed on the Keynesian theory of employment, 
interest, and money and on post-Keynesian 
macroeconomic models. The Department 

EC 299 Independent Study (F, S: 3) 

The student works under the direction of an in- 
dividual professor. The Department 

EC 31 1 Mathematics for Economists (S: 3) 

Prerequisites: Introductory' Calculus and EC 201 
and EC 202 (EC 401 and EC 402) 

The course is an introduction to the uses of 
calculus and other mathematical tools in eco- 
nomic analysis. Donald Richter 

EC 328 Econometric Methods (F, S: 3) 

Prerequisites: Calculus, and EC 151, 155, or 157 
This course focuses on testing the predictions 
of economic theory. Topics covered include 
simple ami multiple regression, multicollinearity, 
heteroskedasticity, serial correlation, specification 
errors, errors in variables, and an introduction to 
simultaneous equation estimation. 

Fabio Sehiantarelli 
Donald Cox 



EC 332 American Economic History (F: 3) 

Prerequisite: EC 131-132 

This is a study of the causes and social insti- 
tutional changes of American economic growth 
from colonial times to the 20th century. Eco- 
nomic models will suggest primary causes; alter- 
native viewpoints will also be considered. 

James Anderson 

EC 333 History of Economic Thought (F: 3) 

Prerequisite: EC 131-132 

A chronological survey of the main trends of 
Western economic thought (especially theory) 
from ancient times to the early and mid-forties 
(1940s). After a rapid overview of the foundations 
begun among the Greeks, Romans, Scholastic 
Doctors, and Mercantilists culminating in the 
17th and 18th centuries, the main thrust of the 
course is a presentation of the leading economists 
from the Physiocrats to the present. The devel- 
opment of economic theories and policies will be 
constantly related to the socioeconomic and in- 
tellectual (philosophical) background of their 
times. Francis M. McLaughlin 

EC 334 Economics and Catholic Social Teaching 

(S:3) 

Prerequisite: EC 1 3 1-1 32 or permission of instruc- 
tor 

When Pope John Paul II released his encyc- 
lical Centesimus Annus, some commentators 
quickly dubbed him "the capitalist pope." Is this 
appropriate? This course will explore one hun- 
dred years of Catholic teaching as it applies to 
issues of economic justice. We will reflect on the 
links between economics and other disciplines and 
how these links can guide us in public policy. 
Note: The course is particularly suited to students 
of the Faith, Peace and Justice program, in addi- 
tion to serving as a regular elective for Econom- 
ics majors. Catherine Schneider 

EC 338 Law and Economics (F: 3) 

Prerequisite: EC 201 or EC 401 

In this course, we utilize microeconomic 
analysis to evaluate the performance of legal in- 
stitutions, with particular attention to the issue of 
economic efficiency. We will focus on questions 
in the common law fields of property, torts, and 
contracts (and in the theory and practice of crimi- 
nal law if time permits). Mary Oates 

EC 339 Welfare Economics (S: 3) 

Prerequisite: EC 201 (EC 401) highly recom- 
mended 

The course focuses on the question of social 
justice as it pertains to the distribution of income, 
from the mainstream neoclassical perspective. 
Part I considers various normative principles of 
distributive justice. Part II studies numerous fac- 
tors that determine the actual distribution in the 
United States. The third and final part of the 
course synthesizes parts I and II by analyzing the 
U. S. policy response to the distribution question, 
with particular emphasis on the problem of pov- 
erty. 

Note: The course is particularly suited to students 
of the Faith , Peace and justice program, in addi- 
tion to serving as a regular elective for the Eco- 
nomics major. Richard Tresch 



EC 340 Labor Economics (S: 3) 

Prerequisite: EC 131-132 

This course will introduce students to the 
methodology of labor economics from both in- 
stitutional and neo-classical perspectives. The 
principal emphasis will be on neo-classical theory 
and empirical work dealing with the supply and 
demand for labor; the operation of the labor mar- 
ket; the determination of wages; and the impact 
of trade unions and collective bargaining. Special 
emphasis will be placed on applications of theory 
and empirical findings to policy questions. 

Francis M. McLaughlin 

EC 341 The Consumer Revolution in the World 
Economy (F: 3) 

This course concentrates on the history and 
nature of the movement created throughout the 
world as a result of the problems facing consum- 
ers as they attempt to make market choices in an 
ever more complex economic system. 

Robert J. McEtven, S.J. 

EC 343 Consumer Information and Education 

(S:3) 

This course is focused on the economic problem 
of inadequate consumer information and the 
sources and methods of improving consumer in- 
formation. Robert J. McEwen, S.J. 

EC 344 Poverty and Discrimination (F: 3) 

Prerequisites: EC 151 and EC 201 

The causes and consequences of poverty and 
discrimination in the United States are examined 
from an economic perspective. Why is there pov- 
erty in an affluent country? Are discrimination 
and poverty inherent in a market economy? What 
role should government play in alleviating pov- 
erty and discrimination? What role does it play? 
How could policies be improved? 

Peter Gottscha/k 

EC 346 Collective Bargaining and Dispute 
Settlement (F, S: 3) 

Prerequisite: EC 131-132 

This course will focus on an exposition and 
analysis of the methods that have been developed 
in the United States for resolving collective bar- 
gaining differences and disputes. The range of 
methods for resolving differences, including ne- 
gotiations, fact-finding, conciliation, mediation, 
and arbitration will be covered in detail and evalu- 
ated from the perspective of the efficient function- 
ing of the economy. Francis M. McLaughlin 

EC 349 Economics of Human Resources (S: 3) 

Prerequisite: EC 201 or EC 401 

This course addresses a variety of topics about 
labor markets, careers, labor-market policy, and 
family behavior. A sampling of issues explored 
include the following: earnings prospects of baby- 
boomers, the superstar phenomenon in the labor 
market, how school affects workers, immigration 
policy, protectionism, discrimination, women in 
the labor market, life-cycle patterns in careers and 
earnings, motives for private transfers among 
family members, the economic value of human 
life, and health and safety policy. Donald Cox 



40 • College of Arts & Sciences • Economics 



EC 350 Economics of Medical Care (S: 3) 

Prerequisite: EC 131 or 132 

Health care offers an interesting topic for eco- 
nomic study. It is important in its effects on con- 
sumers. It is expensive to buy, difficult to evalu- 
ate using standard productivity concepts and sub- 
ject to an often heated political debate concern- 
ing such questions as fairness in access, legal li- 
ability and the incidence of costs. 

This course applies microeconomic analysis to 
the health care delivery 7 and consumption in the 
U.S. It has the following objectives: (1) to increase 
your understanding of microeconomic theory, in 
particular as it applies to real world problems; (2) 
to provide you with a good knowledge of the eco- 
nomic aspects and institutions of health care in the 
U.S.; and (3) to offer you practice in the tailoring 
of general models to fit particular markets and in 
the synthesis of empirical information and re- 
search reports. Jaana Muurinen 

EC 353 Industrial Organization-Competition 
and Antitrust (S: 3) 

Prerequisite: EC 201 or EC 401 or permission of 
the instructor 

An economic analysis of market outcomes 
when firms are imperfectly competitive. We will 
analyze such issues as oligopoly behavior, collu- 
sion, mergers and takeovers, advertising, product 
differentiation, price discrimination, entry and 
entry deterrence, innovation and patents, and an- 
titrust law. Frank Gallop 

EC 354 Industrial Organization-Public 
Regulation (F: 3) 

Prerequisite: EC 201 or EC 401 or permission of 
the instructor 

An analysis of sources of market failure lead- 
ing to direct governmental regulation. The pit- 
falls of rate-of- return regulation are identified, as 
are the mechanisms that can be used to introduce 
marginal cost pricing into a regulated industry. 
Principles of deregulation are examined through 
study of a number of industries including tele- 
communications, airlines, trucking, railroads and 
electric utilities. The course evaluates particular 
problems relating to the regulation of occupa- 
tional health and safety and the use of environ- 
mental resources. Frank Gollop 

EC 361 Monetary Theory and Policy (S: 3) 

Prerequisite: EC 202 or EC 402, or permission of 
instructor 

An analysis of the operation and behavior of 
financial markets and financial institutions. Em- 
phasis is placed on financial intermediaries, in- 
cluding commercial banks and the central bank. 
The money supply process and alternative theo- 
ries of the demand for money are considered, as 
well as their implications for monetary policies 
and macroeconomic performance. 

Hossein Kazemi 

EC 362 Financial Markets and the 
Macroeconomy (F: 3) 

Prerequisite: EC 201-202 or EC 401-402 

This course focuses on the workings of 
financial markets and their effects on the U.S. 
economy. Emphasis is placed on the Treasury and 
municipal securities markets, mortgage-backed 
securities, and derivative assets such as futures and 
options. Macroeconomic topics considered in- 



clude the twin deficits, the savings and loan cri- 
sis, and the effects of the Crash of '87. 

Christopher F. Baimi 

EC 365 Public Finance (F: 3) 

Prerequisite: EC 201 or EC 401 or permission of 
instructor 

An analysis of the microeconomic problems 
of the public sector in a market economy includ- 
ing the following: the proper scope of the public 
sector; decision rules for government expendi- 
tures; practical problems of cost-benefit analysis; 
criteria for a good tax system and the economic 
effects of taxes. The course stresses current U.S. 
problems. Catherine Schneider 

EC 366 Current Topics in Macro and Monetary 
Policy (S: 3) 

Prerequisite: EC 202 or EC 402 

The course will begin with a brief review of 
Intermediate Macro Theory. The course will then 
address four or five current issues or problems 
related to macro and monetary policy. This ma- 
terial will be presented during the first half of the 
course. At the same time, students will be prepar- 
ing a first draft of a paper on a topic of their choice 
on macro or monetary policy. Joe Peek 

EC 368 Economics of Gender and Race (F: 3) 

Prerequisite: EC 131-132 

This course applies economic analysis to the 
study of gender- or race-based differences in eco- 
nomic roles and rewards. It presents several alter- 
native explanations for these differences and com- 
pares their predictions with empirical evidence. 
Both explanations based on discrimination and 
nondiscriminatory models are considered. Pub- 
lic policies, such as affirmative action, are also 
discussed and assessed. A sample of the topics of 
the course: sexual division of labor, quotas as af- 
firmative action, segregation in housing markets. 

Jaana Muurinen 

EC 371 International Trade (S: 3) 

Prerequisite: EC 201 or EC 401 or permission of 
the instructor 

This course is an analysis of the foundations 
of trade and the principle of comparative advan- 
tage, leading to a sophisticated study of protec- 
tionism. Current U.S. protectionist issues will be 
illuminated, as well as economic warfare, control 
of international factor movements, and interac- 
tion of trade and economic development. 

James Anderson 

EC 372 International Finance (F: 3) 

Prerequisite: EC 202 or EC 402 or permission of 
instructor 

Macroeconomic aspects of international trade 
and the balance of payments will be studied by 
using analytical models of the open economy. 
Particular emphasis will be placed on current 
policy issues related to the world debt crisis, the 
international monetary system, and exchange 
rates. Hossein Kazemi 

EC 373 Economics of Latin America (S: 3) 

Prerequisites: EC 201 and EC 202 

This course will survey the economic perfor- 
mance and evolution of economic policy in Latin 
America in the 20th century. We will cover the 
major problems Latin American economies have 
faced, including declining competitiveness, stalled 
industrialization, inflation, and debt. We will pay 



especially close attention to the experience of the 
major countries in the region over the last twenty- 
five years. While the course is a historical survey, 
students will exercise the analytical tools they have 
learned in macro- and microeconomics. 

Christopher Canavan 
Douglas Marcouiller, S.J. 

EC 375 Economic Development (S: 3) 

Prerequisite: EC 201 or EC 401 or permission of 
instructor. 

Paying close attention to the microeconomic 
foundations of the analysis, this course will ex- 
plore the mobilization of resources for equitable 
ecomonic growth in the relatively poor countries 
of our globally interdependent world. The 
achievements and failures of labor markets, capi- 
tal markets, and product markets will be exam- 
ined, and both macro and microeconomic policy 
options will be addressed. 

Douglas Marcouiller, S.J. 

EC 376 The Political Economy of Developing 
Nations (F: 3) 

Prerequisite: EC 131-132 

Drawing on the experience of relatively poor 
nations, this course will explore the causes and 
consequences of changes such as the increased 
openness to international trade, the restriction of 
the role of the state in regulating prices and work- 
ing conditions, the privatization of public enter- 
prises and redefinition of property rights, the 
emergence of captial markets and local stock ex- 
changes, and links between technological change 
and the informalization of production. 

Douglas Marcouiller, S.J. 

EC 380 Capital Theory and Finance (S: 3) 

Prerequisites: EC 201 or EC 401 and EC 151 or 
EC 157, or permission of instructor 

Valuation of assets, rates of return, measure- 
ment of earnings, finance and securities markets, 
risk and portfolio choice, and special problems in 
investment. Harold Petersen 

EC 395 Real Estate Finance (F: 3) 

Prerequisites: EC 201 and EC 202 

This course applies the standard tools of 
financial analysis and economics to issues in real 
estate finance. Topics to be covered include an 
analysis of mortgage creating institutions, fixed- 
rate mortgages, alternative mortgage instruments 
(ARMs, PLAMs, GPMs, etc.) secondary mort- 
gage markets, and the securitization of mortgages. 

Joe Peek 

EC 401 Microeconomic Theory-Honors Level 

(F:3) 

Prerequisites: EC 1 3 1 and Calculus 

A more intensive analytical treatment of the 
same material presented in EC 201. Some math- 
ematical tools will be developed as needed. Open 
to anyone who has done well in Principles of 
Economics and highly recommended for students 
interested in doing graduate work in economics. 

Donald Cox 

EC 402 Macroeconomic Theory Honors Level 

(S:3) 

Prerequisites: EC 132 and Calculus 

A more intensive treatment of the same ma- 
terial presented in EC 202. Open to anyone who 
has done well in Principles of Economics and 



College of Arts & Sciences • English • 41 



highly recommended for students interested in 
doing graduate work in economics. 

Fabio Schiantarelli 

EC 497 Senior Honors Research (F: 3) 

EC 498 Senior Honors Thesis (S: 3) 

Required of all seniors seeking a degree with 
Honors in Economics. Robert Murphy 

EC 600-601 Scholar of the College (F: 3-S: 3) 

Other courses offered regularly, although not in 
1994-95, include the following: 

EC 337 Women in the American Economy 

EC 356 Environmental and Natural Resource 
Economics 

EC 359 Economics and Politics of the 
Environment 

EC 364 Monetary Policy and the Business Cycle 

EC 391 Transportation Economics 

EC 394 Urban Economics 



N 



G 



L 



FACULTY 

P. Albert Duhamel, Professor Emeritus; B.A., 
College of the Holy Cross; A.M., Boston Col- 
lege; Ph.D., University of Wisconsin 

John J. Fitzgerald, Associate Professor Emeritus; 
A.B., Boston College; A.M., Ph.D., Fordham 
University 

John H. Randall, III, Associate Professor Emeri- 
tus; A.B., Columbia University; A.M. Univer- 
sity of California at Berkeley; Ph.D., University 
of Minnesota 

Joseph McCafrerty, Assistant Professor Emeri- 
tus; A.B., A.M., Boston College 

Joseph A. Appleyard, S.J., Professor; A.B., Bos- 
ton College; Ph.D., Harvard University 

J. Robert Barth, S.J., Professor; Ph.D., Harvard 

University 

Rosemarie Bodenheimer, Professor; A.B., 
Radcliffe College; Ed.M., Harvard University; 
Ph.D., Boston College 

Adele M. Dalsimer, Professor; A.B., Mt. 
Holyoke College; M.S., Hunter College; 
Ph.D., Yale University 

Paul Lewis, Professor; A.B., City College of 
New York; A.M., University of Manitoba; 
Ph.D., University of New Hampshire 

Robin R. Lydenberg, Professor; A.B., Barnard 
College; A.M., Ph.D., Cornell University 

John L. Mahoney, Rattigan Professor; A.B., 
A.M., Boston College; Ph.D., Harvard Univer- 
sity 

Kristin Morrison, Professor; A.B., Immaculate 
Heart College; A.M., St. Louis University; 
Ph.D., Harvard University 

Richard J. Schrader, Professor; A.B., Notre 
Dame University; A.M., Ph.D., Ohio State 
University 

E. Dennis Taylor, Professor; A.B., College of 
the Holy Cross; A.M., Ph.D., Yale University 

Christopher P. Wilson, Professor; A.B., 
Princeton University; Ph.D., Yale University 

Judith Wilt, Professor; Chairperson of the De- 
partment; A.B., Duquesne University; Ph.D., 
Indiana University 

Henry A. Blackwell, Associate Professor; A.B., 
Morgan State College; M.A., Ph.D., University 
of Chicago 

Robert L. Chibka, Associate Professor; B.A., 
Yale University; M.F.A., University of Iowa; 
M.A., Ph.D., Cornell University 

Mary Thomas Crane, Associate Professor; A.B., 
Harvard College; A.M., Ph.D., Harvard Uni- 
versity 

Paul C. Doherty, Associate Professor; A.B., Col- 
lege of the Holy Cross; A.M., Boston Univer- 
sity; Ph.D., University of Missouri 



H 



Carol Hurd Green, Adjunct Associate Professor; 
B.A., Regis College; M.A., Georgetown Uni- 
versity; Ph.D., George Washington University 

Dayton Haskin, Associate Professor; A.B., Uni- 
versity of Detroit; A.M., Northwestern Univer- 
sity; B.D., University of London; Ph.D., Yale 
University 

Robert Kern, Associate Professor; A.B., City 
College of New York; A.M., Ph.D., Harvard 
University 

Joseph A. Longo, Associate Professor; B.S., 
M.Ed., A.M., Ph.D., Rutgers University 

Suzanne M. Matson, Associate Professor; B.A., 
Portland State University; M.A., Ph.D., Uni- 
versity of Washington 

John F. McCarthy, Associate Professor; A.B., 
Harvard University; A.M., Ph.D., Yale Univer- 
sity 

Philip T. O'Leary, Associate Professor; A.B., 
Holy Cross; Ph.D., Harvard University 

Robert E. Reiter, Associate Professor; A.B., St. 
Bonaventure University; Ph.D., University of 
Michigan 

Frances L. Restuccia, Associate Professor; B.A., 
M.A., Occidental College; Ph.D., University of 
California at Berkeley 

Alan Richardson, Associate Professor; A.B., 
Princeton University; A.M., Ph.D., Harvard 
University 

Cecil F. Tate, Associate Professor; A.B., Univer- 
sity of Maryland; A.M., Ph.D., Emory Univer- 
sity 

Andrew J. Von Hendy, Associate Professor; 
A.B., Niagara University; A.M., Ph.D., Cornell 

University 

James D. Wallace, Associate Professor; B.A., 
Earlham College; M.A., Bread Loaf School of 
English; Ph.D., Columbia University 

William Youngren, Associate Professor; A.B., 
Amherst College; A.M., Ph.D., Harvard Uni- 
versity 

Raymond G. Biggar, Assistant Professor; A.B., 
Bowdoin College; M.A.T., Harvard University; 
Ph.D., University of Wisconsin 

Alexandra Chasin, Assistant Professor; B.A., 
Brandeis University; M.A., Ph.D., Stanford 
University 

Anne Fleche, Assistant Professor; B.A., State 
University at Buffalo; M.A., Ph.D., Rutgers 
State University 

Elizabeth Kowaleski-Wallace, Assistant Pro- 
fessor; B.A., Trinity College; M.A., M.Phil., 
Ph.D., Columbia University 

Francis W. Sweeney, S.J., Assistant Professor; 
A.B., College of the Holy Cross; Ph.L., Weston 
College; A.M., Boston College 



42 • College of Arts & Sciences • English 



Laura Tanner, Assistant Professor; B.A., Colgate 
University; Ph.D., University of Pennsylvania 

Laurence Tobin, Assistant Professor; B.A., 
Earlham College; ALA., University of Chicago; 
Ph.D., University of New Hampshire 

John Anderson, I 'isiting Assistant Professor; B.S. 
University of Colorado; MA., Ph.D., Boston 
College 

Regina Hanson Visiting Assistant Professor; B.A. 
Tufts; Ph.D. Boston College 



PROGRAM DESCRIPTION 

In an academic milieu fragmented into depart- 
ments and specialized disciplines, the study of lit- 
erature is one of the few remaining elements of 
the old liberal education that still offers students 
a point of view from which they can integrate the 
diversity of their own experience. Language is the 
mirror of the human mind and literature the 
record of its preoccupations intellectual, aesthetic, 
psychological, political and social, historical, 
moral and religious. The study of literature is thus 
a schooling in human experience, and its primary 
use is for the development of those who study it. 
It is also, of course, good training for any field in 
which understanding of behavior is valued. The 
tools used, because they deal with language and 
the forms of expression, have applicability in any 
kind of work where precise and effective commu- 
nication is important. English majors can develop 
these skills to a considerable degree while under- 
graduates, and non-majors will find that taking 
even a few well-chosen courses beyond the Core 
requirement can widen their knowledge of litera- 
ture and sharpen their linguistic abilities. 

Since the English major at Boston College 
prepares students not only for careers in high 
school and college and university teaching, but 
also in a variety of other professions (law, busi- 
ness, journalism, communications, etc.) our re- 
quirements have a special focus and emphasis. 

The Department major envisions students 
who can work critically and sensitively with texts 
in poetry and prose, who develop greater sophis- 
tication in making and articulating judgments 
about literature, who become familiar with some 
of the major developments in the history of Brit- 
ish and American literature, and who, in both lec- 
ture courses and seminars, pursue in greater depth 
special areas or major writers within that litera- 
ture as well as further refinement of both exposi- 
tory and creative writing skills. 

The goal of the major, if it can be described 
briefly, is to provide undergraduate students in a 
liberal arts college with a strengthened ability to 
read with care, to write with clarity and grace, to 
judge with an awareness of various critical meth- 
odologies. The major also seeks to provide as hill 
a sense as possible of the range and variety of the 
literary tradition especially British and American 
and of key figures within that tradition. 

The English Department has primary respon- 
sibility for two Core requirements — EN 010 the 
First Year Writing Seminar, taught entirely by 
English Department faculty, and EN 080-083 the 
Literature Core, taught largely by English De- 
partment faculty. 



EN 010 The First Year Writing Seminar 

The First Year Seminar helps students use their 
writing as a source of learning and a form of com- 
munication. Designed as a workshop in which 
each student develops a portfolio of personal and 
academic writing, the seminar follows a semester- 
long process. Students write and rewrite essays 
continuously, discuss their works-in-progress in 
class, and receive feedback during individual and 
small group conferences with the instructor. In 
connection with their writing, students read and 
discuss a wide range of texts, including various 
forms of non-fiction prose. In addition to regu- 
lar conferences, the class meets two hours per 
week to discuss the writing process, the relation- 
ship between reading and writing, conventional 
and innovative ways of doing research, and the 
evolving drafts of class members. 

EN 080-083 The Literature Core 

In this part of the Core program students explore 
the principal motives which prompt people to 
read literature: to assemble and assess the shape 
and values of one's own culture, to discover alter- 
native ways of looking at the world, to gain insight 
into issues of permanent human importance as 
well as issues of contemporary urgency, and to 
enjoy the linguistic and formal satisfactions of lit- 
erary art. Core literature courses are designed 
with separate titles and reading lists in four ma- 
jor areas: EN 080 Literary Forms, EN 081 Lit- 
erary Themes, EN 082 Literature and Society, 
and EN 083 Literature: Traditions and Counter- 
Traditions. In different ways these courses will 
strive to develop the student's capacity to read and 
write with clarity and engagement, allow for that 
dialogue between the past and present we call 
history, and provide an introduction to literary 
genres. 

Requirements for a Major 

Students ordinarily begin an English major in 
their sophomore year, after completing the First 
Year Seminar and the Literature Core, or equiva- 
lents. In addition to the two Core courses, 
students must take ten courses from the 
Department's offerings. These must include the 
following required courses: EN 131, Studies in 
Poetry and then EN 133, Narrative and Interpre- 
tation. These courses are usually taken in se- 
quence in the sophomore year. Both courses train 
students intensively in the close reading of liter- 
ary texts and in writing with critical awareness 
about literature. 

Also required are three other courses that 
must include the following: 

• 1 course in pre- 1700 English or American lit- 
erature 

• 2 courses in pre-l c X)0 English or American lit- 
erature 

These courses may be taken at any time in the 
student's major, but preferably after the comple- 
tion of Studies in Poetry. Students who have a 
special interest in American literature are advised 
to take Major American Writers I as a foundation 
for later courses. 

Other courses may he useful, particularly in 
the sophomore year, to fill in students' knowledge 
of the background out of which English and 
American literature developed: Chaucer to 
Spenser, Donne to Dryden, Pope to Keats, 



Tennyson to Eliot and the Major American Writ- 
ers sequence. At this point, students should be in 
a position to begin making their own choices 
about how they will complete the major require- 
ments. They will have many options from among 
the thirty or so electives the Department offers 
each semester in English and American literature, 
in Irish studies, in writing, in the different genres, 
and in particular themes. By senior year students 
will have the opportunity to focus on some well- 
defined topics (individual authors, important 
single works, specialized themes). Each year che 
Department will offer seminars, to enable stu- 
dents, usually seniors and juniors, to work closely 
with a faculty member on a topic of special inter- 
est. 

Individually Designed Major 

For some students with specific interdisciplinary 
interests, in American Studies for instance, an 
individually designed sequence of courses under 
the English major is appropriate. Students who 
satisfy their major requirements this way may 
count for English credit up to two courses taken 
in other departments. This plan must be approved 
by the Chairperson and the student's Department 
advisor by the end of the first semester of junior 
year. 

English Courses for Non-Majors 

Students majoring in other subjects have always 
been welcome in English courses for the diver- 
sity of viewpoint and variety of knowledge they 
often bring with them. From the students' point 
of view, English courses offer the enjoyment of 
reading good literature; insight into history, cul- 
ture, and human character; and a chance to pol- 
ish skills of reading and writing. Course descrip- 
tions, particularly the more detailed ones in the 
CoRSS booklet, are useful sources of information 
for such students. 

Irish Studies Program 

Irish Studies offers an interdisciplinary approach 
to the culture and society of Ireland. Individual 
courses cover the areas of social, political, and 
economic history, literature, medieval art, soci- 
ology, folk music, and the Irish language. In ad- 
dition, there are several courses that are jointly 
taught by faculty from various disciplines. These 
include a three-semester sequence of courses in- 
tegrating the history and literature of Ireland, 
from the eighteenth to the twentieth centuries. 
Irish Studies offers a junior-year Irish Stud- 
ies Program at Lhiiversity College, Cork, which 
provides intensive exposure in areas of Irish cul- 
ture not normally available in the United States, 
such as Irish ethnography, folklore, and anthro- 
pology. Irish Studies also offers a theater course 
at the Abbey Theater in Dublin, Ireland. An Irish 
Film Summer School is also offered in association 
with University College, Dublin. Interested stu- 
dents should apply to the Foreign Study Office 
or see Professors Dalsimer and O'Neill of the En- 
glish and History Departments. 

Minor in Secondary Education 

Students in the College of Arts and Sciences ma- 
joring in English may apply to minor in Educa- 
tion, in order to gain certification for teaching. 
The program begins in the junior year. Interested 
students should contact the Coordinator of Sec- 
ondary Education or the Associate Dean in the 



College of Arts & Sciences • English • 43 



School of Education during the first semester in 
sophomore year. 

University of Nijmegen Student 
Exchange 

The English Departments of Boston College and 
the University of Nijmegen in the Netherlands 
exchange one student each year. Usually a junior 
English major goes to Nijmegen, and a graduate 
student comes here. Tuition is waived for both 
students. Nijmegen is a city of some 150,000 in- 
habitants located on the Rhine near the German 
border, and the university has 16,000 students, 
about 350-400 in the English Department. The 
Boston College student may attend both under- 
graduate and graduate courses. All teaching in the 
department is done in English, and outside the 
English Department, faculty and students usually 
have a fair knowledge of English. Interested stu- 
dents should apply to the Nijmegen Committee, 
c/o English Department, Carney Hall 449 by 
March 20. 

Honors Program 

The English Department offers an honors pro- 
gram for English majors. Students admitted to the 
program will write an honors thesis. Honors stu- 
dents are also encouraged to take at least one of 
the Department seminars. For details, see the 
Chairperson. 

Linguistics 

The Program in Linguistics, housed in the De- 
partment of Slavic and Eastern Languages, offers 
courses for English majors who want to study 
English from a linguistic perspective or to exam- 
ine the nature of language. 

COURSE OFFERINGS 

EN 010 First Year Seminar (F: 3-S: 3) 

The Department 
EN 080-083 Literature Core (F: 3-S: 3) 

The Department 

EN 093 (SL 027-028) Introduction to Modern 
Irish I (F: 3-S: 3) 

See description under Slavic Department. 

EN 097-098 (SL 067-068) Continuing Modern 
Irish I, II (F: 3-S: 3) 

This is a continuing course in modern Irish for 
those with a basic prior knowledge of the lan- 
guage. Emphasis will be on developing the abil- 
ity to read contemporary literature in all genres. 
The primary focus of the course will be on the 
Irish of Conamara, (County Galway), but other 
dialects will be studied as well, and some atten- 
tion will be given to reading texts in the older 
Gaelic type in use through the 1940s. 

Philip O'Leaiy 

EN 101 (SL 253) The Celtic Heroic Age: Word 
and Image 

See description under Slavic Department. 
EN 1 13 Drama Survey (F: 3) 

This course offers an introduction to Western 
drama. With a view to exploring cultural differ- 
ences, it will concentrate on works from three 
periods: plays from ancient Greece, from Eliza- 
bethan and Jacobean England, and from the sec- 
ond half of the twentieth century in America. 
Some attention will be given to the history of 
editing, adapting, and staging Shakespeare's plays. 



There will be opportunities to view (and to re- 
view) several videotape productions and possibly 
one or two live ones. Dayton Haskin 

EN 1 25 (PS 1 25) (SC 225) Introduction to 
Feminisms (F, S: 3) 

This class will introduce students to terms and 
concepts that ground feminist theory and gender 
analysis, to a range of issues that intersect with 
gender in various ways (e.g., nationalism and post 
colonialism, health, labor, sexuality, race, family), 
and to some classic texts in Women's Studies. It 
will also combine a brief historical overview of the 
development of first, second, and third wave 
women's movements, with an examination of 
their critiques by women of color. Finally, we will 
follow selected stories in the news that bear on the 
themes of the course. Alexandra Cbasin 

EN 131 Studies in Poetry (F, S: 3) 

Close reading of poetry, developing the student's 
ability to ask questions which open poems to 
analysis, and to write lucid interpretative papers. 

The Department 

EN 133 Narrative and Interpretation (F, S: 3) 

This course will introduce students to the ques- 
tions that they might bring to the study and in- 
terpretation of narrative works — primarily nov- 
els, tales, and non-fictional narratives, though it 
may include drama, film, and narrative poems. It 
aims to make the student conscious of the act of 
storytelling and to introduce the various critical 
frames through which we construct interpreta- 
tions of narrative works. As part of the process of 
reading, students will be introduced to common 
critical terms used in discussing narrative, narra- 
tor, and reader, the presence of narrative genres, 
conventions, and discourses, the construction of 
character and the ways of representing conscious- 
ness, and the ordering of narrative time. The 
course will also expose the student to the several 
positions from which interpretations can be made, 
and to the implications of taking these positions. 
Classes will focus on intensive work with a few 
texts, with frequent writing assignments designed 
to help students develop their critical approaches 
to longer works of literature. The Departtnent 

Major American Writers 

Major American Writers I, II, and III follow the 
development of American literature from 1620 to 
the present. Major American Writers I deals with 
American literature up to 1865; Major American 
Writers II with American literature from 1 865 to 
1914; Major American Writers III with Ameri- 
can literature from 1914 to the present. Students 
need not take these courses in chronological or- 
der. 

EN 141 Major American Writers I (F, S: 3) 

Paul Lewis 

James Wallace 

Elizabeth White 

EN 142 Major American Writers II (F, S: 3) 

Leonard Casper 

Richard Schrader 

Christopher Wilson 

EN 143 Major American Writers III (F, S: 3) 

Cecil Tate 



EN 151 Survey of English Literature I (F: 3) 

This course is designed not only for English ma- 
jors, but for those students majoring in Business, 
Science, History, Political Science, Social Stud- 
ies and Education who may like good reading and 
who wish to expand their cultural horizons by 
following the main traditions of English Litera- 
ture from its genesis through the seventeenth- 
century. It touches upon such issues as the history 
of ideas, the continuity/change in genres, new lit- 
erary directions, etc. The semester's work will 
concentrate upon medieval romance, medieval 
drama, Chaucer, Renaissance drama, Renaissance 
poetry and prose, Shakespeare, and Milton. 

John Fitzgerald 

EN 161 Chaucer to Spenser (F: 3) 

Maty Crane 
EN 162 Donne to Dryden (S: 3) 

The Department 
EN 163 Pope to Keats (S: 3) 

Alan Richardson 
EN 164 Tennyson to Eliot (S: 3) 

John McCarthy 
Undergraduate Electives 

EN 1 70 Introduction to Shakespeare I (F: 3) 

The dramatist's world and art as reflected in his 
major histories and comedies. 

P. Albert Duhamel 

EN 171 Introduction to Shakespeare II (S: 3) 

The dramatist's world and art as reflected in his 
major tragedies. P. Albert Duhamel 

EN 207 (BK 220) Introduction to African 
Writers (F: 3) 

See description under Black Studies Department. 

EN 208 (CL 112) Etymology (F: 3) 

See description under Classics Department. 

EN 209 (CL 21 7) Ancient Epic (S: 3) 

See description under Classics Department. 

EN 237 (ED 140) Studies in Children's Literature 
(F: 3-S: 3) 

This is a one-semester course that will cover some 
of the major texts in children's literature. The 
topics and the readings will vary from one semes- 
ter to another. For example, during one semes- 
ter we may consider fairy tales — old versions and 
new ones (Grimm, Perrault, Zipes, Wilde, 
Thurber). During another we may consider ado- 
lescent heroes (Salinger, Cormier, L'Engle, 
McKinley). Bonnie Rudner 

EN 258 Chaucer: The Canterbury Tales (S: 3) 

A close and critical reading of most of Chaucer's 
Canterbury Tales, exploring his innovative exploi- 
tation of genre and other expectations to create a 
sophisticated, humane view of the human com- 
edy. A variety of critical approaches to the work 
will be considered. We shall also read Chaucer's 
Troilus and Criseyde for purposes of comparison. 
No previous knowledge of Middle English lan- 
guage or literature is assumed. 

Raymond Biggar 

EN 306 Psychoanalysis and Film (F: 3) 

This course is an introduction to film and film 
analysis through the rich interdependency of film 
and psychoanalysis. It will include approximately 
equal amounts of reading and viewing, and stu- 



44 • College of Arts & Sciences • English 



dents will be required to attend film screenings 
scheduled from 4-6 p.m. Mondays and Tuesdays. 
Readings will include books on film history and 
technique, as well as writings by Freud, Lacan, 
Kristeva, Mulvey, Doane, Williams, deLauretis, 
Rose, Silverman, and others. Anne Fleche 

EN 307 History of the English Language (F: 3) 

A survey of the changes through history of the 
English language, and of people who spoke it, at 
various crucial points in history (internal and ex- 
ternal history), with an attempt to understand how 
changes in a language reflect important changes 
in the culture and society of speakers of the lan- 
guage (notice current masculine-feminine confu- 
sion in pronouns). A systematic method of look- 
ing at and describing a sample language — past, 
present, or future — will evolve. An interest in lan- 
guage, words, and history on the student's part 
would be helpful. Raymond Biggar 

EN 312 London and Paris in Literature: A Tale 
of Two Cities (S: 3) 

The course will focus on the literary representa- 
tion of these two cities, their historical and liter- 
ary figures, and their relation to one another from 
the early middle ages to the eighteenth century. 
Some examples include the following: the 
hagiography of St. Genevieve, the letters of 
Heloise and Abelard, selections by Christine de 
Pisan and Chaucer, Shakespeare's Hemy V, 
Dickens' A Tale of Two Cities, Anouilh's The Lark. 

Lorraine Liscio 

EN 318 19th-century American Poetry (S: 3) 

This is a study of the four major canonical 
figures of nineteenth-century American poetry — 
Emerson, Poe, Whitman, and Dickinson — with 
briefer consideration of such fireside poets as 
Bryant and Longfellow. Robert Kern 

EN 319 Family Drama in Nineteenth Century 
Fiction (S: 3) 

The tensions, constraints, problems, and oppo- 
sitions of family drama examined in Pride and 
Prejudice, Mansfield Park, Persuasion, The Warden, 
Barchester Towers, Cousin Hemy, and WhatMaisie 
Knew focus on social customs, cultural shifts. The 
nature of change, the triumph of women, and 
controlling symbolic structures. John McA/eer 

EN 321 The Viking Age of Britain (S: 3) 

We will study the literature composed when Brit- 
ain was being populated by successive waves of 
invaders. The readings demonstrate the variety of 
cultures that contributed to the making of En- 
gland: Celtic folktales, Scandinavian sagas, Ro- 
man and Christian historians, English battle po- 
ems. Texts include Tacitus, Bede, Grettir's Saga, 
the Mabinogi, and finally the epic Beowulf, which 
will be read closely as the crowning literary 
achievement of Anglo-Saxon England. In addi- 
tion, we will examine shorter pieces — allegories, 
riddles, elegies, minor heroic poems — illustrating 
the range of learning and literature in early En- 
gland. All readings are in modern English trans- 
lations. Richard Schrader 

EN 326 Shakespeare I (F: 3) 

A study of selected plays from the canon. The 
course will trace the development of Shakespeare 
and Renaissance theories of love (especially Plato, 
Christian ideals, and courtly love) and of history. 
The approach will be through an awareness of 



Shakespeare as philosopher (the history of ideas) 
and dramatist (Renaissance theatrical conven- 
tions). The plays selected for intensive analysis are 
Love 's Labour's Lost, A Midsummer Night V Dream, 
The Tempest, and Richard II. Joseph Longo 

EN 331 Courtly Love Tradition (F: 3) 

This is a historical survey of English and conti- 
nental love literature from Andreas Capellanus to 
Shakespeare. The course will attempt to assess the 
significance of the tradition and to apply its chief 
characteristics to a reading of Chaucer's Trolius 
and Shakespeare's Romeo and Juliet. 

Joseph Longo 

EN 340 Milton (F: 3) 

For many writers in the English tradition, John 
Milton was considered a greater poet even than 
Shakespeare. In our own period he is often (un- 
fairly) described as stodgy, difficult, inaccessible. 
In order to reclaim what is experimental and revo- 
lutionary in Milton's poetry, this course will fo- 
cus primarily on Paradise Lost. After a close read- 
ing of Genesis, we will try to understand why Mil- 
ton chose the idea of the fall for his epic, and how 
he re-invents material to make it new. What is 
Milton's idea of Paradise, and how does it differ 
from its analogues and sources? How does Mil- 
ton represent Adam and Eve, their relationship, 
and their fall? Is the poem revolutionary, conser- 
vative, or both? Amy Boesky 

EN 348 20th Century British Poetry (S: 3) 

This is a study of the important developments in 
twentieth century English poetry, especially the 
tradition from traditional free verse. Some key 
poets discussed will be Hardy, Eliot, Auden, 
Larkin, and Stevie Smith. Dennis Taylor 

EN 350 Introduction to the Study of Mythology 

(S:3) 

The first part of the course examines mythologies 
of preliterate, tribal societies of the Americas, 
particularly in the light of recent theories of the 
cultural consequences of orality as opposed to lit- 
eracy. The second part focuses, by means of the 
literature in which it is preserved, upon Greek 
mythology as the product of transition from an 
oral to a chirographic culture. The third part of 
the course considers the principal theories about 
nature and function of myth since its reinvention 
in the eighteenth century, beginning with the Ro- 
mantic claim that myth can be through the ma- 
jor affirmative and negative responses to this claim 
in literature, philosophy, psychology and anthro- 
pology. Andrew Von Hendy 

EN 351 British Romantic Poets (F: 3) 

In this course we will read works by Blake, 
Wordsworth, Coleridge, Byron, Shelley, and 
Keats, and will try to at least sample one or two 
of the lesser-known Romantic poets as well. In 
addition to reading essays in literary theory by the 
poets themselves, we will consider a variety of 
critical perspectives, including formalism (study 
of poetic and other literary devices and structures) 
and approaches that bring out the cultural, social, 
and historical contexts of the poems. 

Alan Richardson 

EN 355 Elizabethan and Jacobean Drama (F: 3) 

This course will cover a number of plays written 
in England during the 16th and 17th centuries. 
We will read plays by Marlowe, Shakespeare, 



Jonson, Webster, Tourneur, Middleton and oth- 
ers, and will consider them in terms of current 
theatrical conventions and in relation to their 
social and political contexts. Elizabeth White 

EN 357 The Enlightenment and English 
Literature (F: 3) 

Studies in the development of the Neoclassic 
spirit in 18th-century English literature. The 
course will concentrate on poetry, the novel, sat- 
ire, moral and political philosophy, and Pope, 
Swift, Johnson, Burke, and Fielding, and a num- 
ber of women writers will be studied. There will 
be a continuing concern with the response of the 
artists to the European Enlightenment. Students 
will have the opportunity to read some of the best 
traditional and contemporary criticism. 

John Mahoney 

EN 364 Nineteenth-Century British Fiction (F: 3) 

This course is a study of major novels by Jane 
Austen, William Thackeray, Charles Dickens, 
George Eliot, and Thomas Hardy. The course 
will emphasize narrative voices and fictional struc- 
tures, especially as they establish ways of think- 
ing about class and gender relations in the Victo- 
rian period. Rosemarie Bodenheimer 

EN 386 Modern British Fiction (S: 3) 

This course will consider the experiments in nar- 
rative and the underlying psychological and so- 
cial ideas that emerged in the work of British 
novelists just before and after World War I. The 
readings will include works byjoseph Conrad, E. 
M. Foster, D. H. Lawrence, Virginia Woolf, and 
one or two other writers. 

Rosemarie Bodenhei?ner 

EN 390 Pleasure and Pain in Contemporary 
Women's Writing (F: 3) 

This course will examine various forms of 
women's pain and their relationship to pleasure 
in contemporary fiction by writers such as 
Brookner, Duras, Lispector, Naylor, Walker, 
Acker, and Cisneros. We shall also read theorists 
on the subject: Freud, French feminists (Kristeva), 
and American feminists (e.g., Jessica Benjamin 
and Kaja Silverman). One consideration will be 
whether these writers, including the theorists, 
reinforce or refute the notion that women enjoy 
suffering. Is pain constitutive of female subjectiv- 
ity — naturally, pathologically, culturally? How 
can varieties of women's pleasure in pain (e.g., 
melancholia, female mystical masochism, the 
masochistic jouissance of maternity) be protected 
from appropriation as a justification of woman 
abuse? Frances Restuccia 

EN 395 Bildungsroman (S: 3) 

The classic bildungsroman traces the intellectual 
and emotional developmental of a young man 
from childhood to maturity: through a process of 
rejection and discovery he hopes to find his hid- 
den, authentic self. This course will examine seven 
or eight novels of this kind. What sort of discov- 
eries does the young person make? Is the process 
altered if the protagonist is a young woman? Does 
the call to maturity come from within or without? 
What narrative forms seem best suited to exami- 
nation of these issues? Kristin Moirison 



College of Arts & Sciences • English • 45 



EN 401 Cross-cultural American Literatures 

(S:3) 

As part of America's developing recognition of 
cultural diversity, rather than uniformity, as our 
national strength, four groups of quest narratives 
are studied. Fiction hy African Americans, Asian 
Americans, Hispanics and Native Americans is 
treated as responses to historical challenges- 
searches for ethnic identity self-determined, af- 
ter years of slavery or colonial oppression, reduc- 
tion to life on mock reservations, and subordina- 
tion to roles as insignificant minorities. 

Leonard Casper 

EN 412 Prose Writing (F, S: 3) 

A practical course designed to help students 
sharpen the skills needed in all forms of writing: 
finding and narrowing a subject, gathering spe- 
cific information, addressing an audience, and ed- 
iting to achieve greater clarity and force. Weekly 
non-fiction papers and weekly conferences. This 
course is open to majors and non-majors, to all 
students who want to improve as writers. Limited 
enrollment. Barbara Baig 

Eileen Donovan 

Connie Griffin 

Elizabeth Kirschner 

Paul Lewis 

Dorothy Miller 

Susan Roberts 

Bonnie Rudner 

Lad Tobin 

EN 426 Colonial American Literature and 
Culture (S: 3) 

An intensive study of developments in American 
literature and culture from 1620 to the Revolu- 
tion, from the Puritan vision of "the Errand into 
the Wilderness" to the full flowering of demo- 
cratic cultural forms. Major attention will be fo- 
cused on writers of New England; texts include 
poetry, history, theology, captivity narratives, 
accounts of witchcraft trials, and political tracts 
from William Bradford to Cotton Mather. 

James I i allace 

EN 430 Literature and Journalism in America 

(F:3) 

This course will focus on the interaction between 
imaginative literary forms and nonfictional news 
reporting from the late 19th century to the 
present. Our main focus will be crime reporting 
and foreign correspondence (from the Civil War 
to Vietnam and El Salvador), with forays into the 
new journalism and current news criticism. Au- 
thors covered will include Robert Sam Anson, 
Stephen Crane, Jacob Riis, Joan Didion, Michael 
Herr, John Reed, and others. 

Christopher Wilson 

EN 431 Contemporary American Poetry (F: 3) 

This course includes readings in recent American 
poetry with attention to the diversity of formal 
method, style, theme, and theoretical framing that 
characterizes post-Modern Poetry. We will read 
from Ashbery, Rich, Merwin, Gluck, Graham, 
and others. Suzanne Matson 

EN 435 Late Victorians (F: 3) 

This course discusses Aestheticism, Decadence, 
and the roots of Modernism. As the fin de siecle 
approaches again, the cultural experience of the 
1880s and 90s bears looking into. The emphasis 
is on criticism of Pater and Wilde; fiction of 



Morris, Wilde, Kipling, Hardy, Conrad, and 
Schreiner; plays of Wilde and Shaw; poetry of 
Hopkins and Yeats; with some attention to con- 
tinental influences (Baudelaire, Huysmans) and 
visual arts (the Pre-Raphaelites, Whistler, 
Beardsley). John McCarthy 

EN 439 The Literary Conquest of the Americas 

(F:3) 

The course is a broad examination of the nature 
and consequences in literary terms of the clash 
throughout the Americas between the oral cul- 
tures of the original inhabitants and the 
chirographic culture of European settlers. It be- 
gins with a consideration of recent theories of the 
cultural consequences of orality as opposed to lit- 
eracy, proceeds through the study of Amerindian 
mythologies and the comparison and concludes 
with examples of the survival, and revival, of oral 
tradition within recent fiction by and about Na- 
tive .Americans. Andrew Von Hendy 

EN 444 Major Irish Writers (S: 3) 

Selected modern Irish writers will be considered 
in terms of the relationship between the artistic 
presentation of the self and the political and his- 
torical context of the emerging Irish state. Among 
the writers we will focus on will be Yeats, Joyce, 
Kavanagh, Bowen and Boland. Adele Dalsimer 

EN 445 Jazz: Listening and Describing (F: 3) 

This course will have a dual aim: (1) to provide a 
working knowledge of jazz history from the early 
1920s to about 1950; (2) to develop facility in 
writing descriptively about recorded jazz perfor- 
mances, both in themselves and in comparison to 
other jazz performances and other sorts of mu- 
sic. 

Among the principal musicians covered will 
be the following: Louis Armstrong, Bix 
Beiderbecke, Jelly Roll Morton, Bessie Smith, 
Jack Teagarden, Coleman Hawkins, Lester 
Young, Billie Holiday, Benny Goodman, Duke 
Ellington, Charlie Parker, Dizzy Gillespie, and 
Miles Davis. Though the approach throughout 
will be musical rather than sociological or cultural, 
no technical knowledge of music will be required. 

William Youngren 

EN 448 Literature of Spiritual Quest (S: 3) 

A course designed to explore literary works on the 
theme of the spiritual quest. The course encour- 
ages academic estimates of the various works, and 
personal exploration of the theme. Likely texts 
include the following: The Brothers Karamazov, C. 
S. Lewis's The Screivtape Letters, Waugh's 
Brideshead Revisited, The Autobiography of St. 
Therese, Etty Hillesum's An Interrupted Life, 
Flannery O'Connor's stories, the Bible, and 
shorter works by T. S. Eliot, Katherine Ann Por- 
ter, etc. Dennis Taylor 

EN 449 Fitzgerald and Hemingway (S: 3) 

A chronological survey of the works of F. Scott 
Fitzgerald and Ernest Hemingway, studying both 
the man and the myth to show how each was vic- 
timized by the myth in different ways. 

John Randall 

EN 452 Southern Renaissance (S: 3) 

Cecil Tate 



EN 455 Faulkner (S: 3) 

A study of the major works of the Yoknapatawpha 
County cycle. Novels we will read include The 
Sound and the Fury and Absalom, Absalom. 

Cecil Tate 

EN 459 Reading Sexualities (S: 3) 

This course will cover a range of novels, short 
stories, and lesbian films that are thematically 
preoccupied with issues of lesbian and gay expe- 
rience. We will focus especially on representa- 
tions of sexualities as they intersect with race, 
class, gender, and national identity. Readings may 
include work by Radcliffe Hall, Jean Genet, James 
Baldwin, Christopher Isherwood, Audre Lorde, 
David Leavitt, Jewelle Gomez, Dorothy Allison. 

Alexandra Chasin 

EN 462 Nineteenth-Century Children's 
Literature (F: 3) 

In this course we will explore the relations be- 
tween the traditional fairy tale and the children's 
book in the 19th century, the golden age of 
children's literature. Concentrating on such au- 
thors as Ruskin, Thackeray, MacDonald, Carroll, 
Wilde, Nesbit, Ingelow, and Rossetti, we will 
consider the English tradition of fantasy literature 
for children as a complex cultural phenomenon. 
Literary analysis of the texts will be accompanied 
by historical, feminist, psychoanalytical, and an- 
thropological approaches. Alan Richardson 

EN 470 Modern American Poetry (S: 3) 

The focus will be on selected texts of five or six 
major 20th-century poets, including Frost, Eliot, 
Pound, Stevens, and Williams, with brief glances 
at other figures of the period. Some attention will 
be also be given to various schools and move- 
ments — Imagism, for example — and to the intel- 
lectual and philosophical backgrounds of Mod- 
ernism. Robert Kern 

EN 478 Poe and the Gothic (S: 3) 

Working with Poe as a central figure, this course 
examines the development of English and Ameri- 
can gothic fiction from The Castle ofOtranto to The 
Yellow Wallpaper and beyond. We will focus on 
Poe's use of and contributions to an evolving tra- 
dition by examining the connections between 
Poe's ambiguous approach to mystery and the 
varied treatments of the supernatural in early 
gothic fiction, between Poe's psychological prob- 
ing and the extreme mental states of horror 
fiction, between Poe's self-conscious humor and 
the mock-gothic, and between Poe's narrative 
experimentation and the development of Ameri- 
can romance. In addition to Poe, we will read 
representative works by such as writers: Horace 
Walpole, Ann Radcliffe, C. B. Brown, Washing- 
ton Irving, Nathaniel Hawthorne, Charlotte 
Gilman, H. P. Lovecraft, Stephen King and Anne 
Rice. Paul Lewis 

EN 482 (BK 410) African American Writers 

(F:3) 

This course is a study of classic and non-canoni- 
cal texts of African American literature. Works by 
Terry, Wheatly, Dunbar, Toomer, Baldwin, 
Ellison, Wright, Walker, Morrison, and others 
will be examined in their own right and in cross- 
cultural perspective. Short works by Faulkner, 
O'Connor, Harris and others provide useful com- 
parisons of the African American and American 
literary traditions. Henry Blackwell 



46 • College of Arts & Sciences • English 



EN 483 Contemporary African American 
Narratives (S: 3) 

The sequel to EX 482, featuring African Ameri- 
can fiction and autobiography since 1975, by writ- 
ers such as Toni Morrison, Gloria Naylor, Alice 
Walker, Toni Cade Bambara, Charles John, 
David Bradley and John Wideman. 

Henry Blackwell 

EN 484 The Sentimental Tradition in Early 
American Fiction (F: 3) 

Long scorned as mawkishly emotional, the sen- 
timental novel has been rescued from obscurity 
by critics working to expand the canon of Ameri- 
can literature. With their focus on seduction and 
marriage, piety and reform, oppression and resis- 
tance — works in this tradition are central to an 
ongoing discussion about the politics of fiction. 
We will attempt to join this discussion by way of 
a consideration of such works as Rowson's Char- 
lotte Temple, Foster's The Coquette, Brown's 
Ormond, marriage tales by Irving, Poe and 
Hawthorne, Alcott's Work, Stowe's Uncle Tom's 
Cabin, Melville's Pieire, Jacobs' Incidents in the Life 
of a Slave Girl, and Fern's Ruth Hall. 

Paul Lewis 

EN 486 The Drama of Ethnic Renaissance: 
Theater and Society in Early Twentieth-Century 
Dublin and Harlem (S: 3) 

The course will examine two cases of ethnic re- 
naissance in English-language theater and culture, 
the Irish dramatic movement of Yeats, Gregory, 
Synge, and the Fays; and the dramatic wing of the 
Harlem Renaissance, initiated by Du Bois. Prob- 
lems to be explored will include the attempt to 
create an inclusive group identity, the exorcism 
of negative stage and media images from the 
dominant culture, the conscious re-writing of 
historical episodes, the place of dialect and rural 
folk material in dramas written for urban audi- 
ences, the relation of the theaters to political 
movements, the frequent friction with factions of 
the audience, and the divisive effect of plays of 
urban poverty such as O'Casey's Juno and the 
Paycock and Thurman's Harlem. Readings will 
include manifestos and statements of purpose 
from birth movements, playscripts, reviews, and 
some biographical and historical material. 

Philip O'Leaiy 

EN 502 Abbey Theatre Summer Workshop 
(Summer: 6) 

The Abbey Theatre Program, a six- week Summer 
Workshop in Dublin, consists of an intensive five 
weeks of classes, lectures, and demonstrations by 
members of the Abbey Theatre Company in act- 
ing, directing, production, and management, cul- 
minating in the staging of an Irish play. There will 
also be lectures in the history of Irish theatre. A 
week of travel, at will, in Ireland will be provided 
at the end of the workshop. Interested students 
should apply to Professor Philip O'Leary, English 
Department before March 1. Philip O'Leary 

EN 503 Ireland: The Colonial Content (F: 3) 

The Irish critic, Scam us Deane, has noted 
Ireland's unusual status in having undergone 
"both an early and a late colonial experience." 

This course will examine Ireland's literatures 
to determine the complexities of positioning 
Ireland's (post) colonial experiences in the wider 
context of post-colonial studies. As such, one goal 



for this course will be to evaluate how Irish cul- 
ture manifests the colonial experience. Particular 
attention will be paid to the issues of language, 
class, economy, gender and politics. We will en- 
counter a wide variety of writers in this course. 
Some of the early authors include Spencer, Swift, 
Maria Edgeworth, William Carleton and 
Somerville & Ross. Later in the course attention 
will fall on Yeats, Austin Clarke, Patrick 
Kavanagh, Ann Devlin and Nuala Ni 
Dhomhnaill. We will also read cultural and his- 
torical criticism. James Smith 

EN 505 Irish Drama (F: 3) 

This is a critical and historical study of Irish drama 
since 1900, with emphasis on the work of J. M. 
Synge, Sean O'Casey, Brendan Behan, Brian 
Friel, and Tom Murphy. There will also be brief 
consideration of some recent experimental the- 
ater groups and of the theater in Northern Ire- 
land. Kristin Morrison 

EN 507 Twentieth-Century Irish Fiction (S: 3) 

This is a study of the long and short fiction by a 
variety of important Irish writers (excluding 
Joyce): John Banville, Samuel Beckett, M. J. 
Farrell (Molly Keane), Michael McLaverty, Flann 
O'Brien, Frank O'Connor, William Trevor, and 
others. Kristin Monison 

EN 509 Contemporary Drama by Women (S: 3) 

In this course we'll look at contemporary plays by 
women writing from different cultural perspec- 
tives. We'll pay particular attention to generic 
experimentation and to the relationship between 
politics and the drama. Playwrights may include 
Churchill, Shange, Fornes, Kennedy, Finley, 
Smith, Witting and Duras. Anne Fleche 

EN 510 Contemporary American Women 
Writers (F: 3) 

Focusing on poetry and fiction written by Ameri- 
can women since World War II, this course will 
explore issues of race, ethnicity, power, violence 
and space, as well as gender. Texts will include 
fiction and poetry by Toni Morrison, Marilynne 
Robinson, Sandra Cisneros, Maxine Hong 
Kingston, Sylvia Plath, Audre Lorde and others. 

Laura Tanner 

EN 51 1 Images of Independence (F: 3) 

The process of nation-building can be a difficult 
and frustrating experience. The ideology required 
for an independence movement may prove an 
impossible yardstick for a new nation's perfor- 
mance. In Ireland the literary revival had an un- 
usually important political role in the genesis of 
the nation. This course will examine the social and 
political changes of the post-revolutionary period 
in Ireland and their effects upon the intellectual 
and cultural life of the nation through an exami- 
nation of the literary heirs of the revolution. Read- 
ings will include the works of Sean O'Casey, 
Frank O'Connor, Liam O'Flaherty, Patrick 
Kavanagh, Brendan Behan, and Austin Clarke. 

Adele Dalsimer 

EN 519 Twentieth-Century American Novel: 
American Dreams (S: 3) 

This course will explore the way in which twen- 
tieth-century American fiction constructs, revises 
and represents the elusive notion of the Ameri- 
can dream. We will pay particular attention to 
ways in which issues of class, gender, race and 



ethnicity complicate the idea of a single (and 
shared) notion of what it means to be successful 
American. The reading load will be heavy, and 
may include Wharton's The House of Mirth, 
Faulkner's Sanctuary, Wright's Native Son, 
Morrison's The Bluest Eye, and Cisneros The House 
on Mango Street. Laura Tanner 

EN 520 Topics in Contemporary Theory (F: 3) 

This is an introductory course designed to famil- 
iarize undergraduates with some aspects of criti- 
cal theory: deconstruction, psychoanalytic criti- 
cism, feminism, and cultural criticism. The course 
will not be organized as a comprehensive survey 
of these and other critical schools; instead, we will 
explore several sets of readings clustered around 
a particular topic. Robin Lydenberg 

EN 526 Shakespeare: Early Plays (F: 3) 

In this course we will read a selection of 
Shakespeare's Elizabethan plays. The syllabus is 
likely to include plays selected from among his 
earlier comedies including the following: A Mid- 
summer Night's Dream, The Merchant of Venice, As 
You Like It, and others, histories including Rich- 
ard III, and other, and tragedies, including Romeo 
and Juliet. Maty Crane 

EN 529 Shakespeare: Later Plays (S: 3) 

This course will focus on the later (seventeenth- 
century) plays of Shakespeare in their cultural 
context. Plays to be read may include Twelfth 
Night, Troilus and Cressida, Measure for Measure, 
Othello, King Lear, Macbeth, Anthony and Cleopatra, 
Coriolanus, Pericles, The Winter's Tale, and The 
Tempest. Maiy Crane 

EN 549 American Writing and Social Discourses 

(F:3) 

This course examines the impact of the discourses 
of the social and political movements of the 1960s 
and 1970s — civil rights, the antiwar movement, 
the women's movement — on American writing 
since those decades. It looks at challenges to the 
dominant narratives of conspiracy and domestic- 
ity and at the persistence of those narratives, and 
at changing forms and voices in fiction, poetry, 
autobiography, and film. Texts include Don 
Delillo, Libra; Joy Harry, They Had Some Horses; 
Audre Lorde Zami; Tim O'Brien, The Things They 
Canied; Marge Piercy He, She and It. 

Carol Hurd Green 

EN 556 African American Women's Fiction 

(S:3) 

Frances Restuccia 

EN 560 Beyond Tradition: Experiments in the 
Arts in the 20th Century (S: 3) 

This is an interdisciplinary course in which the 
student will have the opportunity to encounter 
some major experimental trends in the arts in the 
20th century. During the first half of the term we 
will focus on Dada and Surrealism through such 
figures as Tzara, Breton and Duchamp; then we 
will skip up to the sixties to concentrate on the 
work of John Cage, Robert Rauschenberg and 
William Burroughs. No specialized experience in 
non-literary art forms is required. 

Robin Lydenberg 

EN 577 Writing Workshop: Poetry (F, S: 3) 

Suzanne Matson 
Andrew Von Hendy 



College of Arts & Sciences • English • 47 



EN 582 Writing Workshop: Film Script (F: 3) 

To bring to the class "the tough processes that go 
into making a movie," we have John Sayles's 
Thinking in Pictures: The Making of the Movie 
Matewan. While researching early unionization of 
coal miners, Sayles came across the words 
"Matewan Massacre." Finding little in print, he 
hitch-hiked through the mountain-mining areas 
in Southeast West Virginia. He met miners and 
their wives who invited him to meet their parents. 
From their accounts he culled material for the 
fictional-historical story of the United Mine 
Workers versus the Stone Mountains mine own- 
ers, which culminated in the Matewan Massacre. 
Sayles tells how he broke into film writing and 
about his early writing of film scripts and how, as 
writer-director, he organized the cast and staff to 
make the semi-documentary film Matewan. 

John McCafferty 

EN 590 Literary Boston (F: 3) 

This course is about Boston as a literary 
center with a vibrant intellectual life and as 
a subject. Authors discussed include James, 
Crawford, Howells, Marquand, O'Connor, 
Parker, Langton, and Page. John McAleer 

EN 593 Advanced Topics in Women's Studies 
(F, S: 3) 

A course for those who already have some famil- 
iarity with the aims and issues in Women's Stud- 
ies and Feminism. In the first part of the course 
students read diree or four Women's Studies clas- 
sics from the 19th and early 20th centuries (for 
example, Virginia Woolf s Three Guineas): in the 
second we read works in new fields of feminist 
theory — in science, race, class, gender, film 
theory, critical, legal theory, theology, work- 
home-maternity. Students spend the final month 
working on independent projects, often with 
other members of the Women's Studies Commit- 
tee. This course is required for those completing 
the Minor in Women's Studies. Others may be 
admitted only through prior arrangement with 
the professor. The Department 

EN 599 Undergraduate Reading and Research 
(F: 3-S: 3) 

By arrangement The Department 

EN 602 Shakespeare and Donne (S: 3) 

This is a study of the poetry of Shakespeare and 
Donne with some reference to other works by 
their contemporaries and with attention to plays 
(Romeo and Juliet, Antony and Cleopatra, Much Ado 
about Nothing) likely to prove fruitful for compari- 
son. As a seminar the course will include inten- 
sive training for juniors who wish to prepare to 
write a senior thesis. Each member of the semi- 
nar will define and execute a major project in 
regular consultation with the instructor. 

Dayton Haskin 

EN 603 Seminar in College Teaching: Women's 
Studies (F, S: 3) 

This course is for students who have taken Intro- 
duction to Feminism and who have been chosen 
to lead discussions in seminar groups. They meet 
weekly with the faculty advisor to discuss weekly 
assigned readings — interdisciplinary feminist 
readings — and with their respective seminar 
groups in Introduction to Feminism. Permission 
of instructor necessary. Alexandra Chasin 



EN 604 Utopian Fantasy (S: 3) 

This seminar will explore the idea of the Utopia 
and dystopia (or anti-utopia) in literature, culture 
and film. Utopia can be defined either as good 
place or no place, and we will consider the con- 
struction of the so-called ideal and its negation in 
works of science fiction, political theory, romance, 
and architecture. In our discussion of classical 
utopianism, we will read Plato's Republic, More's 
Utopia, and excerpts from Genesis. A consideration 
of Utopia and desire will center on readings from 
Freud's Introductory Lectures, Lewis Carroll's Alice 
in Wonderland, and James Hilton's Lost Horizon. 
We will compare two feminist Utopias, Charlotte 
Perkins Oilman's Herland and Joanna Russ's The 
Female Man. For dystopia or anti-utopias we will 
focus on Wells' The Island of Dr. Moreau, Huxley's 
Brave New World, Margaret Atwood's The 
Handmaid's Tale, and the film Brazil. In the last 
section of the course we will study Utopias as con- 
structed sites. After reading Le Corbusier's The 
City ofTomoirow and discussing architecture and 
utopianism, we will consider tourist sites, vacation 
villages and shopping malls as contemporary Uto- 
pias. Amy Boesky 

EN 609 Medieval Survey (F: 3) 

The aim of the course is to survey the best and 
most significant literature written in English from 
the 12th through the 15th centuries, excluding 
Chaucer. Readings will be mostly in Middle En- 
glish, with some modernization. Such works as 
Laya man's Brut, The Anchoress' Rule, The Fox and 
the Wolf, The Land of the Cokayne, Handling Sin, 
SirOifeo, the alliterative Morte Arthure, Barbour's 
The Bruce, The Pearl, Piers the Plowman, Sir Gawain 
and the Green Knight, and Malory's Morte d 'Arthur 
will be read in full or in part. Relevant cultural, 
social, and political background will be discussed. 
This course requires a cheerful willingness to 
tackle the challenges of an earlier stage of English. 

Raymond Biggar 

EN 637 American Modernism: Writing the 
Wasteland (F: 3) 

This course will explore the narrative and poetic 
strategies that modern American writers develop 
to speak the chaos of their fragmented world. 
How, we will ask, do modern American writers 
perceive and manipulate the words and forms that 
are the most basic tools of their trade? How do 
they respond to the problem of forging a link 
between language and experience? Texts will in- 
clude poetry by Eliot, Bogan, Stevens, and 
Hughes, as well as fiction by Hemingway, 
Faulkner, Hurston and Wright. 

Laura Tanner 

EN 642 Seminar: Studies in Poetry and 
Religious Experience (F: 3) 

This seminar will pursue a discussion of the na- 
ture and possibilities of religious experience, and 
will attempt to develop a critical discourse for 
considering the compatibility of literature and 
religion. Reading will include selection from the 
Bible, and from the poetry of Donne, Herbert, 
Pope, Wordsworth, Hopkins, Emily Dickinson, 
T.S. Eliot, and Stevie Smith. There will also be a 
sequence of poems from non-Western religious 
tradition. The seminar will also be concerned with 
reading and discussing some of the best traditional 



and modern critical writing on religious experi- 
ence and the arts. John Mahoney 

EN 643 Browning and Hopkins (F: 3) 

This is an in-depth study of two of the most origi- 
nal poets of the nineteenth century. Robert 
Browning and Gerard Manley Hopkins both died 
in 1889, but each had a major impact on twenti- 
eth century notions of poetry: Browning through 
his development of the dramatic monologue and 
Hopkins through his extraordinary innovations in 
language and rhythm. The seminar will stress 
close reading of the poems and exploration of 
recent criticism, mainly through class discussion 
and informal student presentation. 

John McCarthy 



48 • College of Arts & Sciences • Fixe Arts 



Fine 



Art 



FACULTY 

Pamela Berger, Professor; A.B., A.M., Cornell 
University; Ph.D., New York University 

John Atichalczyk, Professor; A.B., A.M., Bos- 
ton College; M.Div., Weston College School of 
Theology; Ph.D., Harvard University 

John Steczynski, Professor; Chairperson of the 
Department; B.F.A., Notre Dame University; 
M.F.A., Yale University 

Josephine von Henneberg, Professor; Doctor 
in Letters, University of Rome 

Elizabeth G. Await, Associate Professor; B.A., 
Boston College; M.F.A., University of Pennsyl- 
vania 

Kenneth M. Craig, Associate Professor; B.A., 
M.A., Ohio State University; Ph.D., Bryn 
Mawr College 

Jeffery W. Howe, Associate Professor; A.B., 
Carleton College; Ph.D., Northwestern Uni- 
versity 

Michael W. Mulhern, Associate Professor; 
B.F.A., University of Dayton; M.F.A., Colum- 
bia University 

Nancy Netzer, Associate Professor; B.A., Con- 
necticut College; M.A., Tufts University; M.A., 
Ph.D., Harvard University 

Reva Wolf, Assistant Professor; B.A., Brandeis 
University; M.A., Ph.D., Institute of Fine Arts, 
New York University 

Andrew Tavarelli, Visiting Artist and Adjunct 
Assistant Professor; B.A., Queens College 

Gail G. Ted Bohr, S.J., Instructor; B.A., M.A., 
St. Louis University; M.A., Fordham Univer- 
sity; M.A., University of Mexico; Ph.D. (cand), 
University of Mexico 



PROGRAM DESCRIPTION 

The Department offers two majors, one in Art 
History and another in Studio Art. A wide range 
of courses in filmmaking, film history and film 
criticism is also provided by the Department. 
Advanced students may participate in the Boston 
Museum of Fine Arts Seminar Program, which 
offers art history courses taught by the museum 
staff. Internships are available in local museums 
and galleries. For details, inquire at the Fine Arts 
Department office. 

Art History 

The major in Art History offers the student an op- 
portunity to develop a knowledge and under- 
standing of the visual environment created by 
humans over the course of time. The Departmen- 
tal courses provide a broad foundation in the hu- 
manities and the preparation for further work that 
can lead to professional careers in art including 
teaching and research, curatorships, conservation, 



educational positions in museums and art centers, 
occupations as art critic or employment in the art 
business world such as commercial galleries and 
auction houses. Students majoring in Art History 
plan integrated programs in consultation with 
their Department advisors. Students are encour- 
aged to take as many courses as possible in his- 
tory, literature, foreign languages, especially Ger- 
man, French, or Italian, and other fields related 
to their specialization. For the Art History major 
a minimum of 1 1 courses must be completed in 
the following way: 

• FA 101 Art from Prehistoric Times to the High 
Middle Ages, FA 102 Art from the Renaissance 
to Modern Times (6 credits), FA 103-104 Art 
History Workshop (2 courses) ordinarily to be 
completed by the end of the sophomore year. 

• Seven additional courses of which four must 
have FA numbers at or above the 300 level and 
three must have FA numbers at or above the 200 
level. At least one course must be chosen from each 
of the following periods: 

Ancient Art 

Medieval Art 

Renaissance through Eighteenth Century Art 

Nineteenth and Twentieth Century Art 

• FA 401 Seminar in Art Historical Research (3 
credits) is required and must be taken during the 
junior or senior year. This course may be counted 
as one of the seven courses listed in section 2 
above. 

Double Majors in the Department must ful- 
fill all requirements for both majors. 

Studio Art 

The Studio Art major provides students with a 
genuine opportunity to participate in the shaping 
of their education. At the basis of this program of 
study is a dependence on the students' own per- 
ceptions, decisions, and reactions. Courses are 
available in many media and all involve direct 
experience in creative activity. Studio courses aim 
at developing the techniques and visual sensibil- 
ity necessaiy for working with various materials. 
An understanding and exploration of the mean- 
ings and ideas generated by the things we make, 
and an awareness of the satisfaction inherent in 
the process of the making are integral parts of the 
program. The Studio Art major is designed both 
for the student artist and the student interested 
in art. It teaches how to make art and an appre- 
ciation of how art is made. The department 
courses are conceived as an integral part of the 
liberal arts curriculum, and the studio major pro- 
vides a solid basis for continuing work in gradu- 
ate school and in art-related fields such as teach- 
ing, conservation, art therapy, publishing or ex- 
hibition design. 

Studio Art Majors are required to take a mini- 
mum of 12 courses for a total of 36 credits, to be 
distributed as indicated below. 
(The program is to be worked out in consultation 
with the department advisor.) 

• FS 101, 102, 103 Foundations of Studio Art, 
Drawing, Painting, Sculpture (9 credits) 



• FA 1 1 Art from Prehistoric Times to the High 
Middle Ages, FA 102 Art from the Renaissance 
to Modern Times (6 credits) 

• FS 300, Majors Studio: Juniors & Seniors 

• Six additional courses with FS numbers. These 
must include FS 300, Major Course: Juniors and 
Seniors; the senior project (FS 498), and at least 
one additional 300 level course. Students must 
have taken at least 4 semesters of work relating 
to their senior project prior to the senior year. 

• Portfolio reviews are required in the second 
semester of the sophomore and junior years. 

• In addition to the required courses, the follow- 
ing are recommended: FA 257-258, Modern Art; 
FA 355, From Gauguin to Dali; FA 361, Issues 
in Contemporary Art . 

• Summer travel and summer courses are also 
recommended for enrichment. Consult depart- 
ment advisor. 

COURSE OFFERINGS 

Art History 

FA 101 Art from Prehistoric Times to the High 
Middle Ages (F: 3) 

This is the fundamental course for understand- 
ing and enjoying the visual arts: painting, sculp- 
ture and architecture. In the first semester, the 
major monuments in the history of art will be 
discussed in their historical and cultural context 
beginning with Paleolithic cave art through the 
art of the medieval period. 

This course will examine some of the ancient 
material from an archaeological perspective but 
its main emphasis will be on style and meaning 
in art. Assignments will include museum visits and 
study of significant works of art in greater Bos- 
ton. (Renaissance through modern art is taught 
in FA 102 in the spring.) Core credit. 

Pamela Berger 
Kenneth Craig 

FA 1 02 Art from the Renaissance to Modern 
Times (S: 3) 

This is the fundamental course for understand- 
ing and enjoying the visual arts: painting, sculp- 
ture and architecture. In this course the major 
monuments in the history of art will be discussed 
in their historical and cultural context beginning 
with the Renaissance in Europe down to the art 
of our own time. The emphasis will be on style 
and meaning in art. The class meets for two slide 
lectures and one small discussion group per week. 
Assignments will include museum visits and study 
of significant works of art in greater Boston. (Pa- 
leolithic through medieval art is taught in FA 101 
in the fall.) Core ardit. Kenneth Craig 

Jeffery Howe 

FA 103-104 Art History Workshop (F: 3-S: 3) 

The primary objective of this two-semester course 
is to expose the student to a series of problems in 
order that he or she may understand more fully 
the formal and technical aspects of works of art 
studied in the general survey of art history (FA 
101-102). Critiques and discussions also try to 
develop greater aesthetic sensitivity. Required for 
art history majors. Aileen Callahan 



College of Arts & Sciences • Fine Arts • 49 



FA 107 History of Architecture (F: 3) 

The evolution of architectural styles in the west- 
ern world. Consideration will be given to the his- 
torical, religious, social, political and structural 
problems that influenced development of those 
styles. This course may be taken for Core credit. 
Josephine von Henneberg 
Ted Bohr, S.J. 

FA 108 Great Art Capitals of Europe (S: 3) 

This course is for art historians, art lovers, urban- 
ists and travelers. It deals with the cities that led 
the Western world in artistic accomplishments, 
among them Athens, Rome, Paris, and London. 
In these cities, art styles were born and often 
reached their finest expression. Emphasis will be 
placed on the art that is collected in the museums 
and monuments of each city. The growth of each 
city will be traced and the historic styles that 
shaped it defined. This course may be taken for 
Core credit. 

Not open to students who have taken FA 101 

or FA 102. Pamela Berger 

Josephine von Henneberg 

FA 109 Aspects of Art (F, S: 3) 

This course will attempt to view Western art in 
terms of a number of universal considerations. 
Specific objects will be investigated with regard 
to such issues as structure, form, color, light, com- 
position and the like. We propose, then, to avoid 
the usual approach to art as an historical sequence 
of works and styles and replace this with a method 
based on concepts. This should result in another 
means of comparison and evaluation that will 
prove as valuable as the more traditional modes. 
This course may be taken for Core credit. 

Not open to students who have taken FA 101, 
FA 102, or FA 108. The Department 

FA 1 75 Asian Art Survey (F: 3) 

This is a survey of Far Eastern art from ancient 
times to the present, designed to provide a broad 
historical and cultural framework. Major monu- 
ments, important stylistic trends, and basic ter- 
minology and iconography will be emphasized. 
This course may be taken for Core credit. 

Nonna Jean Calderwood 

FA 2 1 1 -2 1 2 (CL 2 1 2-2 1 3) Art of the Ancient 
Mediterranean World (F: 3-S: 3) 

The visual history and arts of the Ancient Medi- 
terranean world will be studied from the rise of 
civilizations along the Nile, in the Holy Land, and 
Mesopotamia to the fall of the western Roman 
Empire, about 480. Cities, sacred areas, palaces, 
and building for communication, civic services 
and war will be included, as well as painting, sculp- 
ture, jewelry, and coinages. The fall term will 
begin with Egypt and Mesopotamia and will em- 
phasize Greek Art, through Philip and Alexander 
the Great, to the beginning of the Roman Em- 
pire. The spring term will be devoted to Roman 
Art in its broadest sense, beginning with the Hel- 
lenistic world after Alexander the Great and mov- 
ing to Etruscan and Greek Italy in the Roman 
Republic, and then to the Roman Empire. 

Cornelius Vermeule 

FA 221 Early Medieval Art (F: 3) 

This course treats the Early Medieval period in 
the East and West. The catacombs, the sar- 
cophagi, the illuminated manuscripts, the mosa- 



ics and wall paintings will be studied with a view 
to giving the students a method of approaching 
individual works of art, a method that should pro- 
vide them with a language for analyzing and in- 
terpreting the art work of various ages. 

Pamela Berger 

FA 222 Art of the Later Medieval World (S: 3) 

This course treats the arts of the Late Byzantine, 
Romanesque and Gothic periods: architecture, 
sculpture, mosaics, wall paintings, illuminated 
manuscripts and stained glass windows will be 
treated. Pamela Berger 

FA 231 Arts of the Italian Renaissance: 
Quattrocento (F: 3) 

This course will survey developments in art from 
the fourteenth to the fifteenth century. Painting, 
sculpture and architecture will be considered, and 
their developments followed in Florence and 
other artistic centers in Central and Northern 
Italy. Artists to be studied will include, among 
others, Giotto, Masaccio, Donatello, Ghiberti, 
Brunelleschi, Alberti, Botticelli, and Leonardo. 
This course may be taken for Core credit. 

Josephine von Henneberg 

FA 232 Northern Renaissance Art (F: 3) 

This course surveys painting in the Netherlands 
and in Germany in the 15th and 16th centuries. 
The emphasis will be on the style and the mean- 
ing of the great works of the masters of North- 
ern Renaissance Art, including artists such as Jan 
van Eyck, Hieronymus, Bosch, Pieter Bruegel, 
and Albrecht Durer. We will discuss how the Re- 
naissance in Northern Europe is different from 
the Italian Renaissance and what influences it ab- 
sorbed from the Italians. We will consider the 
importance of printed pictures in this era when 
books and broadsheets assume such a crucial role. 
We will also study the influences of the Reforma- 
tion on the visual arts in the North. 

Kenneth Craig 

FA 245 The Art of Spain and Its Colonies (F: 3) 

A survey of the artists' styles of Spain from 
Altamira to the present and their contribution to 
the new art styles that issued from the collision 
with the indigenous arts of the New World. The 
survey will emphasize the many similarities of 
values between the empires of Spain (the Aztecs 
and the Inca) as well as look at the dramatic dif- 
ferences. G. Ted Bohr, S.J. 

FA 251 Modern Architecture (S: 3) 

This course is about the evolution of modern ar- 
chitectural form from the late eighteenth century 
revival styles to individual architects of the twen- 
tieth century such as F.L. Wright, Gropius, Mies 
van der Rohe, Le Corbusier. This course may be 
taken for Core credit. The Department 

FA 256 Impressionism and Neo-lmpressionism 

(F:3) 

This course focuses on the development of Im- 
pressionism and Neo-lmpressionism in France, 
from Monet to van Gogh. After a study of the 
intellectual and artistic roots of these trends, the 
style and subject matter of individual artists, and 
their relation to the social and political history of 
the time, is considered. In addition, attention is 
paid to how the interpretation of Impressionism 
and Neo-lmpressionism has evolved since the 
later nineteenth century. The Department 



FA 257-258 Modern Art: 19th and 20th 
Centuries (F: 3-S: 3) 

This course is an introduction to art in the west- 
ern world from the late 18th century to the 
present. The work of some of the major painters 
and sculptors will be seen in relation to the con- 
temporary cultural and political ferment that 
helped shape it while being shaped by it in turn. 
The course extends over two semesters; either 
semester may be taken separately. The fall semes- 
ter will cover Neoclassicism through Impression- 
ism. Artists studied in the first segment include 
David, Goya, Turner, Monet and Rodin. Spring 
semester begins with Post-Impressionism and 
ends with contemporary art. Artists covered in- 
clude Van Gogh, Matisse, Picasso, Brancusi, 
Duchamp, Pollock. This course may be taken for 
Core credit. J^ffery Howe 

Reva Wolf 

FA 263-264 Arts in America (F: 3-S: 3) 

The objective of this course is to introduce the 
student to the social, philosophical and formal 
currents that have contributed to the art of this 
century. In a pluralistic society such as ours, a wide 
variety of styles, ranging from realism to abstrac- 
tion, have managed to express particular facets of 
our culture. We will attempt to examine each of 
these. Beginning with the last generation of the 
nineteenth century, encompassing such figures as 
Winslow Homer, Thomas Eakins, and Mary 
Cassatt, we will trace the evolution of the visual 
arts in this century up to the present. Somewhat 
greater emphasis will be given to the work done 
after World War II, when American artists began 
to make their most revolutionary statements. 
Subjects to be considered will include the Ash Can 
School, Dada, Abstract Expressionism, Pop Art 
and Post Modernism. The Department 

FA 267 From Salt-Box to Skyscraper: 
Architecture in America 1 7th-20th Centuries 

(S:3) 

This course will trace the development of Ameri- 
can architecture from colonial times to the 
present. Particular attention will be paid to monu- 
ments in New England, with field trips to impor- 
tant buildings in the Boston area. In addition to 
studying stylistic changes, the class will consider 
the significance of changes in building technol- 
ogy and social needs for the history of architec- 
ture. This course may be taken for Core credit. 

Jeffery Howe 

FA 278 Arts of Japan (S: 3) 

Although Japanese art was influenced by Chinese 
art, it has a distinct character of its own and main- 
tained its originality from the beginning. Whereas 
Chinese art was one of dignity and seriousness, 
the Japanese found pleasure in relating art to man 
and his activities, and a large element of humor is 
present in their works. Love of nature inspired a 
fine landscape tradition in their painting. Their 
strong interest in genre scenes became best known 
in the West through woodcuts of the Ukiyo-ye 
school, which had a strong influence in Impres- 
sionism. Decorative design is probably their 
greatest genius and is not matched by any other 
culture in the Far East. All elements of Japanese 
art will be studied through slides. There will be 
visits to the collections of the Museum of Fine 
Arts. Nonna Jean Calderwood 



50 • College of Arts & Sciences • Fixe Arts 



FA 285-286 Nineteenth and Twentieth Century 
Photographic History (F, S: 3) 

This course is a survey of photographic imagery' 
and technology from 1839 until the present dav 
in France, England and the United States. Begin- 
ning with the period from 1839 to turn-of-the 
century Pictorialism, this course emphasizes 
trends, themes and major developments, and dis- 
cusses the cross-influences between photography 
and painting. The course continues with an over- 
view of the contributions of Pictorialism and will 
show the evolution from Straight Photography to 
modern-day photography. The major photogra- 
phers and developments of art photography will 
be the basis for the course, but documentary pho- 
tography and photojournalism will also be cov- 
ered. Readings will focus on 20th century photo- 
graphic criticism. G. T. Bohr, S.J. 

FA 296 (HS 249) (RL 294) Italy: Art, Literature, 
History (S: 3) 

This is an interdisciplinary course. It will consist 
often two-hour lectures in English, to be followed 
by an optional three-week field-trip to Italy. The 
history and culture of two cities — Florence and 
Rome — will be studied with an emphasis on the 
period from ancient Rome to the Baroque era. 

Rena Lamparska 

L. Scott van Doren 

Josephine von Henneberg 

FA 31 1 Greek Art & Archaeology (F: 3) 
We will study Greek architecture, sculpture and 
painting, with some attention given to the minor 
arts of coins and pottery. This class will consider 
the art of Minoan Crete and of Mycenae on the 
mainland of Greece as precursors of Greek art. 
Then we will study Greek art proper from its 
earliest appearance to the end of the Hellenistic 
period. Some archaeological material will be cov- 
ered primarily in relation to the major artistic 
monuments. Special topics will include the fol- 
lowing: the disappearance of the Minoans, the 
physical evidence of the Trojan War, the religious 
sanctuaries of ancient Greece, Phidias and the 
formation of the High Classical style at Athens 
with special emphasis on the Parthenon. 

Kenneth Craig 

FA 327 (HS 314) Early Medieval Art in Ireland 
and Britain (F: 3) 

This seminar will examine the origins and devel- 
opment of art in Ireland and Britain in the Early 
Medieval period and the production of Irish and 
English missionaries on the Continent. Empha- 
sis will be placed on manuscripts, sculpture, and 
metal work of the sixth to ninth century, on un- 
derstanding works of art in their historical con- 
texts, and on their sources in the Celtic, Germanic 
and Mediterranean worlds. Nancy Netzer 

FA 332 The Age of Leonardo, Michelangelo and 
Raphael (S: 3) 

The I [igh Renaissance was of relatively brief du- 
ration, yet it attained a level of creative accom- 
plishment that served as a model for generations 
to come. The works of the leading masters of this 
era will be examined as well as their influence on 
subsequent artists. Josephine von Henneberg 

FA 342 Age of Rembrandt (S: 3) 
In the seventeenth century the prosperous Dutch 
middle class became passionate art collectors. 
Wealthy merchants and tradesmen, and even 



butchers and bakers bought art of the highest 
quality and displayed it proudly in their homes 
and shops. The artists living in the Netherlands 
responded by producing wonderful genre pic- 
tures, landscapes, still lifes and portraits as well as 
religious and mythological pictures for this, the 
first free market in the history of art. Among the 
artists we will study are Rembrandt, Jan Vermeer, 
Frans Hals. Kenneth Craig 

FA 347 Age of Baroque (F: 3) 

The seventeenth century is one of the great ep- 
ochs in the history of art. The style of this period, 
the Baroque, found its highest expression in the 
Italian masters such as Caravaggio, the Carracci, 
Bernini, and Borromini. Their powerful works 
influenced all of Europe and profoundly changed 
the face of the city of Rome. This course will dis- 
cuss the painting, sculpture, and architecture that 
was produced in Italy in the seventeenth century 
as well as the historical environment that nurtured 
it with particular emphasis on Rome. 

Josephine von Henneberg 

FA 355 Gauguin to Dali (S: 3) 

From the diverse reactions to Impressionism in 
the 1880s, the course then moves to a discussion 
of art nouveau and the sculptural trends in France 
and Germany. J e ff ei y Howe 

FA 361 Issues in Contemporary Art (S: 3) 
This course looks at developments in art since 
1960, including pop art, minimalism, conceptual 
art, earthworks, performance and installation art, 
and public art. Among the topics to be discussed 
are the relationship between art and audience, and 
between art and the art market, artistic identity 
and its relationship to ethnic and sexual identity, 
the significance of the terms modernism and post- 
modernism, and recent trends in literary theory 
(such as post-structuralism and deconstruction). 
The course includes a bus trip to New York City. 

Reva Wolf 

FA 370 Native American Art (S: 3) 

A survey of indigenous American art from ancient 
times to the present covering the major groups 
from the North Pole to Patagonia. While look- 
ing at archeology and myth systems, the empha- 
sis will be on artistic themes and forms. 

G. Ted Bohr, S.J. 

FA 392 The Museum of Art: History, Practice, 
Philosophy (S: 3) 

A study of the emergence of museums of art trac- 
ing their development from private and ecclesi- 
astical collections of the middle ages to their 
present form as public institutions. Topics include 
the function of the museum in its social context, 
the constituency of museums and their educa- 
tional mission, the role of the university versus the 
public museum, philosophy of installation and 
care of collections, current problems of adminis- 
tration and financing, museum architecture as a 
reflection of changes in function, the art market, 
and questions of authenticity of works of art. Field 
trips to museums and collections. 

Nancy Netzer 

FA 401 Seminar in Art Historical Research (F: 3) 

The seminar aims to acquaint the student with the 
bibliography and research methods necessary for 
scholarly work in art history. The student pre- 
pares a substantial research paper under the di- 



rection of the professor and presents it to the class. 

Jeffeiy Howe 

FA 403-404 Independent Work (F, S: 3) 

This course may be given on an as needed basis 
to allow students to study a particular topic that 
is not included in the courses that are offered. 

The Department 

FA 430 Problems in Bosch and Bruegel (S: 3) 

A seminar on the two great masters of sixteenth 
century art in Northern Europe, Hieronymus 
Bosch and Pieter Bruegel the Elder. Bosch's 
paintings, often perplexing and enigmatic, have 
been the focus of a wide spectrum of interpreta- 
tions, some of them outlandish and bizarre. 
Bruegel's pictures seem at first more genial, but 
when probed they bristle with social commentary. 
We will try to place the work of these two artists 
in the context of the Reformation. Recommend 
junior standing or above. Kenneth Craig 

FA 460 Contemporary Hispanic Art (S: 3) 

This course is a survey of the painting, sculpture, 
and architecture of the Spanish speaking world in 
the twentieth century. The emphasis will be on 
discerning unique Hispanic themes while recog- 
nizing the dialogue with international art move- 
ments. G. Ted Bohr, S.J. 

FA 499 Scholar of the College (F, S: 3) 

Arts and Sciences students who want the chal- 
lenge of working intensively on a scholarly or cre- 
ative project of their own design during their se- 
nior year should consider applying for this pro- 
gram. Candidates must have at least a 3.3 aver- 
age; they apply through the Department Chair- 
person, with the approval of a faculty supervisor, 
and are selected by the Dean. They usually take 
two upper-division electives in each semester of 
their senior year and have the rest of their time 
to work independently on their projects. Appli- 
cation deadline is usually in the late fall of a 
student's junior year. See the Arts and Sciences 
section of this Catalog, or contact the Dean's of- 
fice for a full description of the requirements. 

The Department 

Film Studies 

FA 181 History of European Film (F: 3) 

Using a survey approach, the course examines the 
principal movements of Expressionism in Ger- 
many, Neo-realism in Italy, and the New Wave 
in France with an occasional maverick film that 
becomes monumental in the history of cinema. 
This course may be taken for Core credit. 

John Michalczyk 

FA 1 82 Documentary Film (S: 3) 

A film is not created in a vacuum but represents 
the historical, social, economic, and political mi- 
lieu from which it emanates. The documentary 
works of the masters-Flaherty, Resnais, Ivens, 
Capra and Riefenstahl-will serve as an indisput- 
able witness to these complex zones in our con- 
temporary culture. John Michalczyk 

FA 282 Political Fiction Film (S: 3) 

Film has been designed to entertain and to 
propagandize especially by a government in 
crisis or by an individual with a cause. The 
political fiction genre, internationally launched 
with Costa Gavras' Z, combines both objectives. 
It is an attempt to blend clearly a sophisticated 



College of Arts & Sciences • Fine Arts • 51 



ideology with attractive entertainment. Films 
from America (All the President's Men), France (Z), 
and Italy (Battle of Algiers) will be screened to il- 
lustrate this thesis. John Michalczyk 

FA 381 Propaganda Film (F: 3) 

From its very birth in 1 895, cinema has been used 
internationally as a celluloid weapon. This course 
provides, on one hand, an analysis of approxi- 
mately 10 films and their parallel literary works 
of a socio-political nature to support this fact, and 
on the other hand, the context of the myths that 
yields these films: Communism/anti-Commu- 
nism, Fascism/anti-Fascism. John Michalczyk 

FA 384 History and Art History into Film 
{F, S: 3) 

This course will provide an introduction to the 
creation of authentic historical films. We will start 
with an exploration of the kinds of historical and 
art-historical sources that could be inspirational 
for scripting, and go on to look at the scripting 
process itself. Then students will be introduced 
to script breakdown, location scouting, produc- 
tion design and the making of production boards. 
Each student will undertake a research project re- 
lated to the props, costumes, or architectural set- 
tings that are needed for the creation of a specific 
historical film. Pamela Berger 

Studio Art (including Film and 
Photography) 

Note: A laboratory fee is charged in all studio 
courses. 

FS 003-004 Introduction to Ceramics (F: 3-S: 3) 

This is an introductory course for students desir- 
ing a foundation in the possibilities of clay. This 
course will deal with all phases of ceramics from 
slab construction to bowl making and effort will 
go into considering a variety of sculptural possi- 
bilities at a foundation level. This course covers 
the broadest range of ceramic techniques and in- 
formation. 

The emphasis in the second semester will be 
on combining the various techniques and con- 
cepts acquired previously into a working order, 
as well as an exposure to additional technical and 
conceptual information. Those students starting 
ceramics in second semester will be given indi- 
vidual assistance in beginning techniques. Lab fee 
required. Mark Cooper 

FS 100 Visual Thinking (F, S: 3) 

This is a studio art course that encourages entry 
level and advanced students to grapple with ques- 
tions about the nature of art and the creative pro- 
cess. By exploring the relationship between see- 
ing, thinking, and making, students arrive at a 
fuller, more confident understanding of visual 
language and the nature of the visual world. Al- 
though students explore and problem solve with 
a variety of art materials and processes, the course 
requires minimal technical facility. By stressing 
the conceptual aspect of visual thinking, the 
course will allay fears ("I can't draw") which block 
students from considering studio art as a serious 
option. This may be taken for Core credit. Lab fee 
required. Debra Weisberg 

FS 101 Drawing I: Foundations (F, S: 3) 

The use of line, plane, and volume is explored to 
develop the student's comprehension of pictorial 
space and understanding of the formal properties 



inherent in picture making. Class work, critiques, 
and discussions will be used to expand the 
student's preconceived ideas about art. This 
course may be taken for Core credit. Lab fee re- 
quired. Mary Sherman 

Michael Midhern 

Andrew Tavarel/i 

John Steczynski 

FS 102 Painting I: Foundations (F, S: 3) 

This is an introduction to the materials, methods 
and vocabulary of painting. The course uses ob- 
servation and learning to see as the cornerstone 
for painting, but involves abstraction as well as 
representation. The emphasis is on making the 
painting come alive rather than on copying. Stu- 
dents are expected to paint in class as well as at 
home. Critiques, slide lectures and museum vis- 
its are an integral part of the course. This course 
may be taken for Core credit. Lab fee required. 

Mary Armstrong 
Alston Conley 

FS 145 Beginning Ceramics: Introduction to the 
Figure (F: 3) 

An introductory course for students with or with- 
out art experience who want to explore art mak- 
ing that considers the figure as a source. This 
course will use clay as a primary material but will 
also explore a variety of other materials, such as 
drawing, painting, plaster and found objects/as- 
semblage. The course will explore a range of at- 
titudes from realistic to abstract. Models will be 
used throughout the semester. Lab fee required. 

Mark Cooper 

FS 161 Photography I (F, S: 3) 

This course is an introduction to black and white 
photography. Topics to be covered include expo- 
sure, film development, printmaking and mount- 
ing for exhibition. Class time will be devoted to 
slide lectures on the work of historical and con- 
temporary photographers, critiques of student 
work, and darkroom demonstrations. Emphasis 
will be placed on helping each student realize a 
personal way of seeing. Students will have weekly 
shooting and printing assignments. Lab fee re- 
quired. Karl Baden 

Charles Meyer 

FS 167 Documentary Photography (F, S: 3) 

Prerequisite: Communications major or permis- 
sion of the instructor 

This course is a basic introduction to black and 
white photography with particular emphasis on 
the many traditions and uses of the documentary 
strategies as vehicles to communicate complex 
social and political issues. In addition to present- 
ing the basics (principals of exposure, film devel- 
opment, printmaking, and presentation), class 
time will be devoted to presenting the work of 
historical and contemporary society. Students 
should be prepared to develop their own ideas and 
to work in series. Lab fee required. 

Charles Meyer 
FS 171 Filmmaking I (F, S: 3) 
How observations and visions are turned into 
images. How images are connected to form ideas. 
Projects in silent filmmaking, shooting, lighting, 
and editing are included. The course is also about 
film as a form of expression and communication. 
A class for beginners. Equipment is provided. Lab 
fee required. Cindy Kleine 



FS 203 Drawing II: Perspective and Tone (F: 3) 

Prerequisite: FS 101 or permission of the instruc- 
tor 

A skills course that uses the classical academic- 
drawing tradition as a discipline to integrate in- 
tellectual analysis, visual accuracy and manual 
control through the free-hand rendering of pri- 
marily geometric objects. Students are expected 
to master proportion, foreshortening and volu- 
metric and spatial representation through applied 
perspective and modeling and shading in a vari- 
ety of media. Lab fee required. Stephanie Kay 

FS 204 Drawing III: Introduction to the Figure 

(S:3) 

Prerequisite: FS 203 or permission of the instruc- 
tor 

The course uses a sequence of observation and 
analytical problems focusing on elements and as- 
pects of the human body to lead to working from 
the live model. Expressive and experimental ap- 
proaches are encouraged. Lab fee required. 

Stephanie Kay 

FS 206 Large Scale and Thematic Drawing (S: 3) 

Prerequisite: FS 101 or permission of the instruc- 
tor 

The miniature to the gigantic; the sketch to 
the cartoon; the individual statement to the series 
are included. The primary emphasis of this course 
will be on the student developing individual di- 
rections, while investigating the issues of scale and 
theme in drawing. Lab fee required. 

Michael Mulhern 

FS 223-224 Painting II— Painting III (F: 3-S: 3) 

Prerequisite: FS 101-102 or permission of the in- 
structor 

The course focuses on the acquisition of ba- 
sic painting skills and on the attitudes, awareness, 
and satisfactions that accompany this experience. 
Students will explore still life, figure painting, 
landscape and abstraction. Although class time is 
primarily spent painting, there are frequent dis- 
cussions, critiques and slide presentations of 
paintings. It is suggested that students have some 
familiarity with and interest in painting or draw- 
ing before electing the course. Lab fee required. 

Maty Armstrong 
The Department 

FS 225 Watercolor I (F: 3) 

Students are introduced to the painting materi- 
als and techniques of watercolor. Assignments in 
class are designed to expand the student's visual 
thinking. Class time includes painting from still 
life, the figure and landscape, critiques and slide 
presentations. Previous drawing experience is 
recommended. Lab fee required. 

Andrew Tavarel/i 

FS 226 Colored Works on Paper (S: 3) 

This course is an introduction to and exploration 
of various color media on paper. We will use 
watercolor, pastel, oil stick, ink, crayon and 
color pencils. We will investigate each of these 
medium's particular characteristics and expressive 
potential. By working with still life, collage, land- 
scape and the figure, students will have the op- 
portunity to gain experience in seeing, drawing 
and all aspects of picture making. The link and 
continuity between abstraction and observation 
will be stressed. Andrew Tavarelli 



52 • College of Arts & Sciences • Fine Arts 



FS 241-242 Ceramics I— Ceramics II (F: 3-S: 3) 

Stress is placed on the fundamentals of ceramics 
as self-expression through sculptural or functional 
concerns. The course is conducted through infor- 
mal talks, slide lectures, and demonstrations. 
These include orientation and exploration of the 
possibilities of clay and glaze, technical back- 
ground, history and attitudes towards ceramic 
objects. Students are required to spend an appro- 
priate time outside class on specific projects. Lab 
fee required. Mark Cooper 

FS 261 Photography II (F, S: 3) 

Prerequisite: FS 161 or permission of the instruc- 
tor 

This course is for students with a strong com- 
mitment to photography as a creative discipline. 
The class will emphasize understanding and mas- 
tering the aesthetic and technical relationships 
among light, film, and camera, as well as the de- 
velopment of a personal photographic vision. The 
class will serve as a forum for critiquing work; for 
presenting historical and contemporary move- 
ments in photography and the development of a 
visual literacy; and for demonstrating photo- 
graphic processes and equipment. Students are 
expected to produce work in a series and to 
present a final portfolio. Lab fee required. 

Charles Meyer 

FS 267 Experimental Photography (S: 3) 

This will be a one-semester course for those in- 
terested in photography as a personally expressive 
medium. Encouragement will be given to the stu- 
dent artist through non-standard application of 
photographic principles. Topics available for dis- 
cussion include Sabettier effect, high contrast, 
hand-applied color, toning, photogram, multiple 
printing, and reticulation. Significant work out- 
side class will be expected. Karl Baden 

FS 273 Filmmaking II (S: 3) 

Prerequisite: Filmmaking I or permission of the 
instructor 

This course is designed for students who want 
to make movies. Using state-of-art sound film 
cameras, students develop topics, shoot, and edit 
their own films. Emphasis is on demystifying the 
filmmaking process. Equipment is provided. Lab 
fee required. Cindy Kleine 

FS 300 Majors' Studio: Juniors and Seniors 

(S:3) 

This is a required course for studio majors. It is 
designed to promote a sense of artistic commu- 
nity through the in-depth investigation of art is- 
sues and an exchange of ideas and points of view. 
Discussions, critical readings, critiques of student 
work, museum and gallery visits, and student and 
faculty- slide talks will provide the basis of the 
course. The instructor and students will decide 
upon the relevant issues to be considered. A port- 
folio of work will be developed by the student over 
the course of the semester and will be the basis 
for grading. Lab fee required. Andrew Tavarelli 

FS 301-302 Drawing IV: Figure-Drawing V: 
Figure (F: 3-S: 3) 

Prerequisite: FS 204 or permission of the instruc- 
tor 

The course uses the human figure to expand 
the student's abilities in the direction of more 
expressive and more individualized drawing skills. 
In addition to working from the live model in 



class, the first semester includes anatomical stud- 
ies, and the second semester stresses stylistic and 
spatial experimentation — seeing the figure as a 
component within a total composition. Lab fee 
required. Mary Sherman 

FS 323 Painting IV: Landscape (F: 3) 

Prerequisite: FS 223-224 or permission of the in- 
structor 

Nature and landscape will provide us with 
painting imagery throughout the semester. Stu- 
dents will paint directly from the local landscape 
and these paintings will serve as source material 
for large-scale studio paintings. This class is de- 
signed for advanced students who are familiar 
with the fundamentals of painting and wish 
to broaden and strengthen this foundation. Stu- 
dents will be encouraged to develop a personal 
vision and are free to work abstractly or 
representationally. Lab fee required. 

The Department 

FS 324 Painting V: Figure (S: 3) 

Prerequisite: FS 223-224 or permission of the in- 
structor 

The objective of this advanced painting course 
is to introduce the student to the concept of ex- 
tracting and abstracting images from life; most 
notably from the figure. During the first portion 
of the semester, students will strengthen their 
observational and technical skills by painting di- 
rectly from the model. As the semester advances 
students may incorporate additional figurative 
imagery, culled from photographs and media im- 
agery, into their paintings. At the conclusion of 
the semester the figure in the landscape may be 
introduced. It is assumed that students are work- 
ing towards developing a personal vision upon 
entering this class and they will be free to work 
either representationally or abstractly. Lab fee re- 
quired. The Department 

FS 344 Ceramics Ill-Vessels/Wheelthrowing 

(S:3) 

Emphasis is placed on the development of ideas 
pertaining to vessels/containers. This covers a 
range of issues from function to metaphor that 
allows for sculptural and painterly adaptations. 
Fundamentals of throwing on the potter's wheel 
along with various handbuilding and glaze tech- 
niques will be demonstrated throughout the se- 
mester. During the second semester, specific 
projects are given which assist the student in de- 
veloping throwing skills at an advanced level and/ 
or assist in the further development of other con- 
tainer ideas. Lab fee required. Mark Cooper 

FS 345, 346, 347, 348 Advanced Ceramics IV, 
V, VI, VII (F, S: 3) 

This is a ceramics course established to assist the 
individual in his or her aesthetic pursuits. The 
student may arrange class times on Wednesdays. 
Instruction will be given on an individual level 
appropriate to the student's previous ceramic ex- 
perience. The student will be given a private space 
within the ceramic area. Along with developing 
an aesthetic, the student will be assisted in under- 
standing and creating clays and glazes as well as 
kiln firing and construction. Lab fee required. 

Mark Cooper 



FS 385-386 Independent Work I, II (F: 3-S: 3) 

Prerequisite: Department permission 

A course allowing students who have sufficient 
background to progress to a higher level or in a 
more specialized area than other courses allow. 
The student works independently, under the di- 
rection of a member of the Department. 

The Department 

FS 475 (UN 517) Christ and the Goddess: 
Archetypes of Wholeness (F: 3) 

This course intends to develop a fuller under- 
standing of the self through a study of archetypes 
and symbols in both Christian and non-Christian 
traditions. We shall deal with the great themes of 
gender and sexuality, origins and death. Follow- 
ing K. Richter's conviction that "the use of rites 
and symbols is a necessary aspect of being human: 
if we close ourselves off from nonverbal signs, we 
get sick," we shall include a major focus on visual 
and ritual expressions of symbols. Accordingly, in 
addition to readings and written exercises, we shall 
have projects such as creating a mask and an al- 
tar/sanctuary. Developed art skills are not re- 
quired for these. Open to seniors and second se- 
mester juniors. John Steczynski 

FS 485-486 Independent Work III, IV (F: 3-S: 3) 

Prerequisite: Department permission 

A course allowing students who have sufficient 
background to progress to a higher level or in a 
more specialized area than other courses allow. 
The student works independently, under the di- 
rection of a member of the Department. 

The Department 

FS 498 Senior Project (F: 3) 

This course is required of all Studio Art majors. 
Students must have taken at least four semesters 
of work relating to their project prior to the se- 
nior year. It is directed by a member of the De- 
partment and evaluated by departmental review. 

Andrew Tavarelli 

FS 499 Senior Seminar: The Artists Journal 

(S:3) 

Prerequisite: For Studio Art majors only, or with 
the permission of the instructor 

An advanced course that rotates among the 
full-time studio faculty, using each person and 
her/his expertise as a resource for an in-depth ex- 
ploration of a designated focus. Inquire at the de- 
partmental office for the current teacher and fo- 
cus. The Department 



College of Arts & Sciences • Geology and Geophysics • 53 



Geology and Geophysics 



FACULTY 

Emanuel G. Bombolakis, Professor; B.S., M.S., 
Colorado School of Mines; Ph.D., Massachu- 
setts Institute of Technology 

George D. Brown, Jr., Professor; B.S., Saint 
Joseph's College; M.S., University of Illinois; 
Ph.D., Indiana University 

John E. Ebel, Professor; A.B., Harvard Univer- 
sity; Ph.D., California Institute of Technology 

J. Christopher Hepburn, Professor; A.B., 
Colgate University; A.M., Ph.D., Harvard Uni- 
versity 

Benno M. Brenninkmeyer, Associate Professor; 
A.B., Boston College; Ph.D., University of 
Southern California 

Rudolph Hon, Associate Professor; M.Sc, 
Charles University; Ph.D., Massachusetts Insti- 
tute of Technology 

Alan L. Kafka, Associate Professor; B.A., New- 
York University; M.S., Ph.D., State University 
of New York at Stony Brook 

David C. Roy, Associate Professor; Chairperson 
of the Department; B.S., Iowa State University; 
Ph.D., Massachusetts Institute of Technology 



PROGRAM DESCRIPTION 

Major in Geology or Geophysics 

An undergraduate in the Department of Geology 
and Geophysics may develop a major program 
with an emphasis in Geology, Geophysics, a com- 
bination of Geology and Geophysics, or the En- 
vironmental Geosciences. Within the constraints 
discussed below, programs can be individually de- 
signed to meet the interests and objectives of each 
student. It is recognized that students may wish 
to major or to have a concentration in the earth 
sciences for a variety of reasons including (1) a 
desire to work professionally in one of the earth 
sciences, (2) a desire to major in the Geosciences 
as part of a liberal arts education, (3) a desire to 
obtain an earth science foundation preparatory to 
post-graduate work in environmental studies, re- 
source management, environmental law, or other 
similar fields where such a background would be 
useful, (4) a desire to teach earth science in sec- 
ondary schools, or (5) a general interest in the 
earth sciences. 

Earth scientists seek by investigation to under- 
stand the complicated dynamics and materials that 
characterize the earth. For some, the emphases 
are on the composition, structure and history of 
the earth, for others, investigations are aimed at 
understanding geologic processes and the modi- 
fications of materials they produce. 

Recently, environmental concerns about pol- 
lution and shortages of energy, clean water, and 
other natural resources have introduced exciting 
new fields of investigation to the science. The 
earth scientist of today has the choice of working 



in the field in ultra-modern computer-equipped 
laboratories. The number and complexity of 
problems addressed by geologists and geophysi- 
cists and geo-environmentalists will only increase 
in the future; thus, students choosing to work in 
these areas can look forward to exciting and 
financially rewarding careers. 

Any major in Geology and/or Geophysics may 
elect to enroll in the Department Honors Pro- 
gram, provided a satisfactory scholastic average 
has been maintained (3.3 in the major, 3.2 over- 
all). Application to the program should be made 
in the spring of the junior year. Each applicant 
must have a faculty advisor to supervise the pro- 
posed research project. Honors will be awarded 
upon (1) successful completion of a thesis based 
upon the proposed research project as evaluated 
by the faculty advisor; (2) approval by the Under- 
graduate Program Committee of the thesis and 
the candidate's academic record. 

Students in the Department are urged to ful- 
fill at least one of the elective courses with a 
project-oriented research course during their se- 
nior year. Students may propose substitutes for 
particular course requirements by petitioning, in 
writing, to the Department Undergraduate Policy 
Committee. 

Environmental Geoscience Major 

This program serves as an excellent major both 
for students who wish to concentrate in the envi- 
ronmental sciences and for those who may use 
their environmental studies in the general context 
of a Liberal Arts program or as preparation for 
careers in law, resource management, or other 
similar post-graduate education programs. Stu- 
dents concentrating in Environmental Geo- 
sciences should work out their programs closely 
with a Departmental advisor to ensure both 
breadth and depth in this subject area. Students 
must complete the following course require- 
ments: (1) A total of 10 courses in the Department 
of Geology and Geophysics, no more than four 
of which may be at the 100 level, (a) These courses 
must include Introduction to Geology and Geo- 
physics I with the laboratory (GE 132-133) and 
Environmental Geology (GE 250). For late trans- 
fers into the major, having previously taken Planet 
Earth I (GE 115), Introduction to Earth Science 
(GE 180), or The Dynamic Earth (GE 197) plus 
the Introduction to Geology I Laboratory (GE 
133) may substitute for GE 132-133. (b) Three 
courses from among the following: Introduction 
to Geology and Geophysics II (GE 1 34); Geo- 
logic Hazards, Landslides and Earthquakes (GE 
143); Oceanography I and II (GE 157 and 160); 
Meteorology (GE 170); Mineralogy (GE 200); 
Structural Geology I (GE 285); Stratigraphy and 
Sedimentation (GE 264); Petrology I (GE 270). 
(c) At least one course from among the following: 
Geochemistry (GE 302); Modern and Ancient 
Sedimentary Environments (GE 460); Hydrology 
(GE 395); Chemistry of Natural Water Systems 
(GE 484); Internship and Seminar in Environ- 
mental Geoscience (GE 510); Marine Geology 
(GE 530); Coastal Geology (GE 539). (d) Four 



elective courses in the Department to be chosen 
by the student in consultation with his or her ad- 
visor. (2) A year of another science (Chemistry, 
Physics, or Biology) with laboratory is required. 
Students are encouraged to take additional 
courses in Mathematics (Calculus), Chemistry, 
Physics, and Biology. A maximum of two courses 
taken in these subjects in addition to those re- 
quired in (2) above may be substituted for elec- 
tives in the Department (d above). Students are 
also advised that other courses in the University 
pertinent to the Environmental Geosciences 
major may be substituted for the above require- 
ments upon petition to and approval by the De- 
partmental Undergraduate Policy Committee. 

Geology Major 

Students majoring in Geology will take the fol- 
lowing courses: Introduction to Geology and 
Geophysics I and II (GE 132, 134), Mineralogy 
(GE 200), Structural Geology I and II (GE 285, 
385), Petrology I and II (GE 270, 272), Stratig- 
raphy and Sedimentation (GE 264) and at least 
two additional electives (with a minimum of one 
numbered 300 or above) in the Department to 
bring the total number of Departmental courses 
to 10. Also required are two semesters of Calcu- 
lus MT 102 andMT 103 or their near equivalent 
(e.g., MT 100-101 and MT 200), two semesters 
of Physics using Calculus (PH 209-210 or PH 
211-212) and two semesters of Chemistry with 
laboratory (CH 109-110). The Department 
strongly advises that Mathematics MT 202 and 
MT 305 be taken, and a geology summer field 
course is recommended for anyone planning a 
professional career in geology. Credit for a sum- 
mer field course may be used to satisfy one of the 
300 level Departmental electives upon written 
approval of the Chairperson prior to taking the 
field course. Elective courses both within and 
outside the Department will be determined by the 
student and his or her advisor. 

Geophysics Major 

Students majoring in Geophysics will fulfill the 
following course requirements: Introduction to 
Geology and Geophysics I and II (GE 132,1 34), 
Structural Geology II (GE 385), Introduction to 
Geophysics (GE 391), plus three other courses in 
geophysics, two additional Departmental electives 
numbered 200 or above, and two additional elec- 
tives approved in advance by the student's advi- 
sor in Departmental courses numbered 400 or 
above or in advanced courses in Physics or Math- 
ematics beyond those required below (combina- 
tions of courses such as one advanced Departmen- 
tal course and one advanced Physics course can 
be used). Thus, 1 1 courses are required in addi- 
tion to the outside science requirements. These 
outside science requirements for the Geophysics 
major are as follows: one year of Chemistry with 
laboratory (CH 109-1 10); Calculus through MT 
305; four semesters of Physics, to include at least 
two semesters of Physics from among PH 401, 
PH 402, PH 425, PH 441, following the two se- 
mesters of Introduction to Physics with Calculus 
(PH 209-2 10 or PH 2 1 1-212). Courses in com- 



54 • College of Arts & Sciences • Geology and Geophysics 



puter science and additional electives in geology 
are recommended. Elective courses both within 
and outside the Department will be determined 
by the student and his or her advisor. 

Geology-Geophysics Major 

This major may be desirable for those seeking the 
advantages of both programs, and it is considered 
excellent preparation for those looking toward 
employment in industry following graduation 
with a B.S. degree. However, students are cau- 
tioned that this combined program is more inten- 
sive than either of the separate majors in Geol- 
ogy or Geophysics. 

Students majoring in Geology-Geophysics 
will take the following courses: Introduction to 
Geology and Geophysics I and II (GE 132, 134), 
Mineralogy (GE 200), Structural Geology I and 
II (GE 285, 385), Petrology I and II (GE 270, 
2~2), one course in sedimentary geology, and at 
least three courses in Geophysics. Also required 
are two semesters of Chemistry with laboratory 
(CH 109-110), Calculus through MT 305, and 
three semesters of Physics to include at least one 
semester of Physics from among PH 401 , PH 402, 
PH 425, or PH 441, following the two semesters 
of Introduction to Physics with Calculus (PH 
209-2 10 or 2 1 1-212). Courses in computer sci- 
ence and a summer geology field course are highly 
recommended. The student will plan an elective 
program in consultation with his or her advisor. 

Weston Observatory 

Weston Observatory, formerly Weston College 
Seismic Station (1928-1949), is the research fa- 
cility of the Department of Geology and Geo- 
physics of Boston College. The Observatory, lo- 
cated 10 miles from the main campus, is an inter- 
disciplinary research facility in the fields of geo- 
physics, geology, energy and environmental sci- 
ences. Research by faculty, research associates, 
and students is directed primarily to seismology, 
geomagnetism and crustal analysis. Weston Ob- 
servatory was one of the first participating facili- 
ties in the Worldwide Standardized Seismograph 
Network and operates a twenty-station regional 
seismic network that records data from earth- 
quakes in the Northeast as well as from distant 
earthquakes. The Observatory is also the head- 
quarters of the New England Seismotectonic 
Study, a cooperative effort to determine the dis- 
tribution and causes of New England seismicity. 
A geomagnetic research facility, established at the 
Observatory in 1958, is instrumented for continu- 
ous recording of variations in the strength of the 
earth's magnetic field. Regional geologic and plate 
tectonic modeling studies are chiefly concerned 
with the origin and evolution of the Northern 
Appalachian Mountains of the United States and 
Maritime Canada and their relation to similar 
rock sequences in Ireland, the British Isles, west- 
ern Europe and Africa. 

Core Program 

The Core course offerings in the Department 
reflect the view that Earth is the only long-term 
home that humans will ever have. The uniqueness 
of this planet as our habitat requires that we con- 
sider the implications of our actions to our envi- 
ronment, whether they are the discharge of pol- 
lutants, the use of petroleum and other natural 



resources, or the uses to which we devote the land. 
The physical, chemical and biological factors of 
our planetary home are complex and affect all of 
us, some in a direct and immediate fashion; oth- 
ers in indirect and more long-term ways. The 
courses we offer include a variety of subjects. The 
variety of courses provides considerable choice 
and all presume no prior knowledge of the earth 
sciences. 

COURSE OFFERINGS 

The following courses are intended to fulfill the 
Natural Science Core requirement and have no 
prerequisites. An asterisk (*) after a course title 
indicates that a course carries a laboratory fee. 

Core Courses 

GE 1 1 5 Planet Earth I (F: 3) 

This is an introduction to the concepts and pro- 
cesses of our only home and its environment, 
planet Earth. In addition to lectures, simulated 
field trips will be used in an Audio-Tutorial for- 
mat to enable the student to experience the physi- 
cal aspects of geology. One two-hour A-T session 
(GE 116) and two one-hour lectures per week. 

E.G. Bombolakis 

GE 1 16 Planet Earth A-T* (F: 0) 

One simulated geological field trip session is 
planned each week using an individualized audio- 
tutorial format (slides and tapes) in connection 
with GE 115. E.G. Bombolakis 

GE 125 Planet Earth II (S: 3) 

A sequel to GE 115, this course will explore the 
development of planet Earth, with special atten- 
tion to North America and the United States, and 
the history of evolutionary development of life 
forms that have inhabited its surface through time. 
One two-hour Audio-Tutorial laboratory exercise 
and two one-hour lectures per week. GE 1 15 is 
not a prerequisite for this course. 

George D. Brown, Jr. 

GE 126 Planet Earth A-T II* (S: 0) 

The required Audio-Tutorial session for GE 125. 

George D. Brown, Jr. 

GE 1 32 Introduction to Geology and 
Geophysics I (F: 3) 

This course is an introduction to the important 
geological processes operating on and within the 
earth. It is intended for Geology, Geophysics, and 
Environmental Geoscience majors, majors in 
other sciences, and students who want a more ad- 
vanced Core course. Laboratory (GE 133) is re- 
quired for Geology, Geophysics and Environ- 
mental Geoscience majors, but is optional, al- 
though encouraged, for others. David C. Roy 

GE 1 34 Introduction to Geology and 
Geophysics II (S: 3) 

This course is a continuation of GE 132 with an 
emphasis on geophysical aspects of the earth: seis- 
mology, radioactive dating, magnetism, and grav- 
ity. May be taken without GE 132 with permis- 
sion of instructor. Fulfills Core science require- 
ment. Laboratory (GE 135) is required for Ge- 
ology, Geophysics and Environmental Geo- 
science majors. Alan Kafka 



GE 133-135 Introduction to Geology and 
Geophysics Laboratory* (F: 1-S: 1) 

Laboratory required for Geology, Geophysics 
and Environmental Geoscience majors and open 
to other interested students enrolled in GE 132- 
134. One two-hour laboratory per week and field 
trips. David C. Roy 

Alan Kafka 

GE 143 Geologic Hazards, Landslides, and 
Earthquakes (S: 3) 

The origin of common types of earth material and 
several landform features will be reviewed during 
the first few weeks. The purpose of this review is 
to prepare the way for the analysis of ancient, 
modern, and future geologic disasters. The analy- 
sis will deal with the type of catastrophe that elimi- 
nated the entire city of Helice, Greece, in 373 
B.C., more recent disasters such as the Vaient dam 
disaster and the Alaskan earthquake, and the pre- 
diction of earthquakes in California and the east- 
ern United States. E.G. Bombolakis 

GE 1 50 Introduction to Astronomy (F: 4) 

This course is about the solar system with an 
emphasis on the planets. It includes the history 
of our understanding of the system and the rapid 
increase of knowledge from artificial satellites. 
Weekly two-hour laboratory/discussions (GE 
151) and two 75-minute lectures per week. Tele- 
scopic observations of sunspots during the day, 
measurements of the brightness of a variable star 
and views of current astronomical phenomena at 
night are included. Edward M. Brooks 

GE 1 5 1 Introduction to Astronomy: Laboratory/ 
Discussion Group* (F: 0) 

The required lab/discussion group for GE 150. 

Edward M. Brooks 

GE 157-160 Oceanography I and II (F: 4-S: 4) 

This is a non-mathematical discovery of the en- 
vironments of the world's oceans and coast lines. 
Topics examined include the following: a history 
of the growth of ocean basins, a description of the 
land forms and sediments found on the ocean 
bottom, the characteristics of ocean water, the 
movement of the water by waves, tides and cur- 
rents. The second semester emphasizes the evo- 
lution, ecology and physical processes of beaches, 
coral reefs, estuaries, and deltas-areas where the 
ocean meets land, as well as the animals and plants 
that live in both the deep and shallow waters as 
well as at the water's edge. Our effect upon and 
benefits from each of these environments and eco- 
logical niches is stressed. 

Two one-hour lectures per week. One hour 
and one-half laboratory (GE 158 and GE 161) and 
one optional demonstration, film and/or discus- 
sion each week. A field trip in the second semes- 
ter. Second semester can be taken without the first 
semester. Benno M. Brenninkmeyer 

GE 158-161 Oceanography I and II 
Laboratory* (F: 0-S: 0) 

The required lab for GE 157-160. 

Benno M. Brenninkmeyer 

GE 167 Geology and the Environment (F: 3) 

This lecture course is a survey of the geologic 
aspects of our environment. Topics include the 
following: natural resources (water, soils, fossil 
fuels, and mineral deposits), river and coastal pro- 



College of Arts & Sciences • Geology wd Geophysics 



55 



cesses that interact with human culture and the 
geologic aspects of toxic and nuclear waste dis- 
posal. Judith Hepburn 

GE 1 70 Introduction to Meteorology (S: 4) 

The structure and controls of the atmosphere's 
vertical motion and world-wind systems. Special 
topics for long-range forecasting, temperature 
effects of variable solar radiation and volcanic 
aerosols in the stratosphere, along with terrestrial 
radiation, including the greenhouse effect. Each 
student prepares one analog forecast for the next 
day's weather in Boston. Two 75-minute lectures 
and one laboratory/discussion (GE 171) per week. 

Edward M. Brooks 

GE 171 Meteorology Laboratory/Discussion* 
(S:0) 

Edward M. Brooks 
GE 1 77 Cosmos (S: 3) 

The spectacular results of recent manned and 
unmanned space programs, including Apollo 
(moon), Viking (Mars), Pioneer and Voyageur 
(Mercury, Venus, Jupiter, Saturn, Uranus, Nep- 
tune) will be reviewed to help develop models lor 
the geologic evolution ol these bodies and a cur- 
rent picture for the origin of the Solar System. 
The question of the possibility of life on other 
planets, particularly Mars, will be discussed. 
Throughout the course, the fundamentals of how 
science works will be emphasized. Lectures will 
be supplemented by various films, slides and se- 
lected portions ot video tape from the Cosmos se- 
ries. Two and one-hall hours ot lecture per w eek. 

J. Christopher Hepburn 

GE 180-182 Introduction to Earth Science I and 
II (F: 3-S: 3) 

This course is designed to introduce the non-sci- 
ence student to a variety of topics in the geo- 
sciences. The nature of scientific inquiry is exam- 
ined, with emphasis on ancient processes that 
formed the oceans and continents, on present-day 
processes that cause earthquakes and volcanoes, 
and on how the earth compares with other plan- 
ets in the solar system. Topics include the age of 
the earth, minerals, rocks, properties of the earth's 
interior, geologic processes, earthquakes, volca- 
noes, plate tectonics, and the solar system. Two 
one-hour lectures and one two-hour laboratory 
session (GE 181 and GE 183) per week. Second 
semester may be taken without the first semester. 

. /A/// Kiifku 

GE 181-183 Introduction to Earth Science I and 
II Laboratory* (F: 0-S: 0) 

. {Iuii Kafka 

GE 190 Origins of Man (F: 3) 

This course is an introduction to the study of man 
as a product ot the biological and geological 
world. It is intended primarily for non-scientists 
but provides ample technical background for fur- 
ther scientific studies. It will consider various ori- 
gins, the universe, the solar system, and earth, to 
establish the natural principles that govern organ- 
isms. It will examine the work of Darwin and 
Mendel, the origin and evolution of life, and the 
paleontological record to establish man's place in 
nature. The course will emphasize the primates 
from their Mesozoic origin through the homi- 
noids and hominids. The fossil evidence for the 
immediate ancestors of modern man, the Aus- 



tralopithecines and species oiHomo will be con- 
sidered in detail. Recent advances in science that 
establish the relationship between living Great 
Apes and humans will also be presented. 

George D. Brown, Jr. 

GE 195 Radiation, Environment and Society 

(S:3) 

This course is devoted to the subject of radiation, 
its nature, origin, uses, and how it affects us in our 
daily lives. Topics will include the following: the 
nature of radiation, techniques of detection and 
measurements, its uses, and the dangers it poses 
to all living organisms. We will examine processes 
by which radiation is generated, and what the 
methods of protection are. Of particular interest 
will be topics of radioactivity and x-ray radiation, 
both natural and man-made, and how these affect 
us in positive (energy source, medical applica- 
tions) and in negative (biological radiation dam- 
age) ways. Two one-hour lectures per week. One 
hour ot demonstrations, films or video tapes and/ 
or discussions each week. At least one field trip is 
planned to visit a nuclear reactor. 

Rudolph Hon 

GE 197 The Dynamic Earth (S: 3) 

This course focuses on the following issues: the 
dynamism of the earth as reflected in the drifting 
of continents, the opening of ocean basins, the 
devastation caused by earthquakes, the eruption 
of volcanoes, and the formation of mountain 
ranges. The evidence for the movements of con- 
tinents and the opening of ocean basins will be 
examined with the non-science student in mind. 

David C. Roy 

Major Courses 

The following courses are designed for majors in 
the Department or majors in other sciences. Some 
courses have prerequisites, others do not. All, 
however, may be taken by students who seek elec- 
tive credit. 

GE 200 Mineralogy (F: 4) 

Prerequisites: GE 132, 134, first year of Chemis- 
try, may be taken concurrently 

This course is an introduction to crystallog- 
raphy, structure and crystal chemistry of selected 
important minerals and the rock-forming sili- 
cates. Three lectures and two hours of laboratory 
(GE 2 1 ) per week. Rudolph Hon 

GE 201 Mineralogy Laboratory* (F: 0) 

Rudolph Hon 
GE 264 Stratigraphy and Sedimentation* (S: 3) 

Prerequisites: GE 132 and 134 or equivalent 

The sedimentary rock strata of the earth's 
crust will be studied in a systematic manner to de- 
velop principles and processes of origin and depo- 
sition. Lithostratigraphic and biostratigraphic 
concepts will be considered along with rime, time- 
rock, and rock classifications to permit correlation 
of rock units. Selected examples from the past will 
be examined for these and for paleoecological and 
paleoenvironmental interpretations. 

George D. Brown, Jr. 

GE 270 Petrology I (F: 4) 

Prerequisites: First year of Chemistry, GE 132, 200 
or equivalent 

This course has two parts: the principles and 
theory of polarizing microscopy, and basic igne- 
ous petrology. The first part of the course focuses 



on the basic physics of the interaction of light with 
the crystalline matter and how it can be applied 
to mineral identification using the polarizing 
microscope. The second part of the course cov- 
ers the basic principles of igneous petrology, equi- 
librium and non-equilibrium crystallization and 
the use of phase diagrams in igneous systems. 
Three hours of lecture per week. Laboratory GE 
271 is required. Rudolph Hon 

J. Christopher Hepburn 

GE 271 Petrology I Laboratory* (F: 0) 

The laboratory exercises are directly synchro- 
nized with GE 270. The student will practice the 
use of the polarizing microscope and will learn 
how to use it as a tool for identification of rock- 
forming minerals, using both oil immersion and 
thin section techniques. The petrology and clas- 
sification of the igneous rocks are learned using 
both hand samples and thin sections. Laboratory 
unknowns and problems assigned. Four hours per 
week. Rudolph Hon 

J. Christopher Hepburn 

GE 272 Petrology II (S: 4) 

Prerequisite: GE 2 70 or equivalent 

This course is a continuation ot GE 270. It is 
devoted to an understanding of the petrology of 
sedimentary and metamorphic rocks. During the 
first half of the course the dynamic and geochemi- 
cal factors involved in the formation of sedimen- 
tary rocks will be explored. The second part of the 
course is devoted to the study of metamorphism, 
including the variables and controls involved in 
the formation of metamorphic rocks. Phase dia- 
grams will be used extensively and applications of 
the phase rule studied. Laboratory GE 273 is re- 
quired. J. Christopher Hepburn 

David C. Roy 

GE 273 Petrology II Laboratory* (S: 0) 

Laboratory for GE 272. The petrology of sedi- 
mentary and metamorphic rocks will be examined 
both in hand sample and in thin section, using the 
polarizing microscope. Four hours of laboratory 
per week with problem sets and unknowns as- 
signed. Christopher Hepburn 

David C. Roy 

GE 285 Structural Geology I: Field Aspects* 

(F:3) 

Prerequisite: GE 132 or 134 or equivalent 

This course is oriented toward solving the 
problems of geological structures by field exer- 
cises and problem sets, emphasizing descriptive 
and geometrical aspects. Two hours of lecture, 
one hour and one-half problem solving/labora- 
tory session per week and six all-day Saturday ses- 
sions on the field are scheduled. 

James Skehan, S.J. 

GE 350 Regional Geology of North America 

(F:3) 

Prerequisites: GE 132-134, 285 or equivalent 

This course is a systematic investigation of the 
physiography, stratigraphy, structural geology, 
petrology, and distribution of the major geologi- 
cal provinces of North America. 

George D. Brown, Jr. 



56 • College of Arts & Sciences • Geology and Geophysics 



GE 385 Structural Geology II, Analytical 
Aspects (S: 4) 

Prerequisites: GE 132 and 134 or equivalent, one 
year of college calculus, PH 2 1 1 or equivalent 

A history of the development of structural ge- 
ology will be presented during the first several 
lectures. Then quantitative mechanisms of frac- 
ture, faulting, and igneous intrusions will be 
treated, illustrating their relations to problems in 
tectonics. To achieve this objective, an analysis 
will be made of stress, and the elastic, brittle, duc- 
tile, and creep behavior of rocks. The problem of 
rock folding will be treated in terms of folding 
processes and retrodeformation methods, using 
the concepts of balanced cross-sections. 

One additional two-hour problem session 
laboratory per week. E.G. Bombolakis 

GE 395 Ground Water Hydrology I (S: 3) 

Prerequisites: GE 134, 200, CH 110, MT 101 or 
103, or equivalents 

This course is an overview of ground-water 
hydrology with emphasis on concepts and prin- 
ciples and their application to practical problem 
solving. It is intended to provide a foundation for 
further in-depth water resources studies, and an 
orientation for active professionals wishing to 
broaden their working knowledge and under- 
standing of ground-water hydrology. Three hours 
of lecture per week. Dale Weiss 

GE 452 Exploration Geophysics II (F: 4) 

Prerequisites: GE 132, MT 200-201 or MT 204, 
PH 2 11-2 12 

This is a practical course in geophysical explo- 
ration methods; emphasis is on applications to 
petroleum, hydrological, and mineral exploration 
and geoengineering work. Part II covers gravity, 
magnetic, and electrical methods and their theory, 
instrumentation, data reduction, and interpreta- 
tion. 

Second semester may be taken without first 
semester by permission of instructor. Three hours 
of lecture and one problem/discussion session per 
week. John F. Devane, S.J. 

GE 484 Chemistry of Natural Water Systems 

(S:3) 

Prerequisites: College level of introductory chem- 
istry and calculus 

Natural water systems consist of surface and 
subsurface water reservoirs that are in a constant 
process of chemical interaction with their sur- 
roundings. Understanding of these processes (i.e., 
dissolution and precipitation) of various chemi- 
cal species will be presented from the standpoint 
of equilibrium and non equilibrium thermody- 
namics of water-rock systems. Rudolph Hon 

GE 500 Potential Field Theory (S: 3) 

Prerequisites: MT 300-30 1; PH 211-212 

This course will study the vector integral 
theorems of Gauss, Stokes and Green. In addi- 
tion, potential methods of solving Laplace, 
poisson, diffusion and wave equations under ap- 
propriate geophysical conditions will be consid- 
ered. John F. Devane, S.J. 

GE 530 Marine Geology (S: 3) 

Prerequisites: GE 132, 134, 272 

Recent geological, geophysical and geochemi- 
cal information on the ocean basins is examined. 
Emphases are placed on the following: modern 



sedimentation and deformation dynamics, ocean 
basin history revealed by cored and dredged sedi- 
ments and igneous rocks, together with 
seismologic, gravity, heat flow, and magnetic data. 
Benno M. Brenninkmeyer 

GE 539 Coastal Geology (F: 3) 

Prerequisites: GE 132, 134, MT 200-201 or MT 
204, PH 211 

This course describes the processes of depo- 
sition and erosion of the world's coastline. Top- 
ics to be considered are classification of shorelines, 
sea level changes, beach, paludal, deltaic, evapor- 
ite and carbonate environments. Special attention 
is given to shallow water hydrodynamics. 

Benno M. Brenninkmeyer 

GE 543 Plate Tectonics and Mountain Belts 

(F:3) 

Prerequisites: GE 285 and GE 272 

The idea that the surface of the earth is not 
fixed but moves in response to convection cur- 
rents in the asthenosphere has revolutionized 
geology. While a great deal is known about Plate 
Tectonics, the full implications of this theory are 
subject to much current research and debate that 
will certainly continue to be a focus of geological 
thought well into the future. Since most students 
have a general understanding of Plate Tectonic 
theory, but few have a sufficient working knowl- 
edge of its ramifications, this course will explore 
Plate Tectonics and its geotectonic implications 
in detail. A particular emphasis will be on the use 
of Plate Tectonic processes in the interpretation 
of the origin of mountain belts and other large- 
scale geological structures. Both modern and an- 
cient examples will be discussed as will current 
ideas for the analysis of exotic terrains. 

J. Christopher Hepburn 

GE 572 Geophysical Data Processing (F: 3) 

Prerequisite: GE 391, Computer Programming 

The techniques of convolution, correlation 
and spectral analysis are applied to seismic, mag- 
netic and gravity data, with emphasis on the 
theory and construction of two-dimensional 
filters in the interpretation of gravity and aero- 
magnetic data. Alan Kafka 

GE 595 Ground Water Hydrology II (F: 3) 

Prerequisite: GE 395 

The course covers the following topics: (1) 
theory of ground water flow, aquifer properties 
and definitions; Darcy's law, definitions of total, 
elevation, and pressure heads, steady and unsteady 
one-directional and two-dimensional flow; (2) 
well and aquifer relationships; flow to wells, dis- 
charges and drawdown relationships, well effi- 
ciency; (3) analysis of discharging well and other 
test data; steady state and transient equations, type 
curve solutions, recovery analysis, leaky aquifer 
solutions; and (4) methods of determining aqui- 
fer characteristics. Alfredo Urzua 

GE 596 Reading and Research in 
Environmental Geology (F: 3-S: 3) 

This course includes independent research of an 
environmental problem under the direction of a 
faculty member. The possibility exists to work 
with actual problems in Massachusetts using data 
from state agencies. This course number is to be 
used for undergraduate students doing honors 
theses in Environmental Geosciences. 

The Department 



GE 597 Reading and Research in Geology 
(F: 3-S: 3) 

This course includes independent research of a 
geological problem under the direction of a fac- 
ulty member. This course number is to be used 
for undergraduate students doing honors theses 
in geology. The Department 

GE 598 Reading and Research in Geophysics 
(F: 3-S: 3) 

This course includes independent research of a 
geophysical problem under the direction of a fac- 
ulty member. This course number is to be used 
for undergraduate students doing honors theses 
in geophysics. The Depaitment 

GE 599 Scholar of the College (F: 3-6; S: 3-6) 

This is an independent research course in Geol- 
ogy, Geophysics or the Environmental Geo- 
sciences under the direction of a faculty member 
for students qualifying for University honors. 

The Department 

GE 610 Physical Sedimentation* (F: 3) 

Prerequisites: GE 132, 134, 264, 272;MT 100-101; 
PH211 

This course is a study of the physical dynam- 
ics of erosion, transport, and deposition of par- 
ticulate materials in fluid media. Experimental 
and empirical data on both channelized and 
nonchannelized flow systems will be examined. 
Special attention will be given to sedimentary 
structures and their hydrodynamic interpreta- 
tions. Three hours of lecture per week. Labora- 
tory GE 611 required. David C. Roy 

GE 668 Inverse Theory in Geophysics (S: 3) 

Prerequisite: MT 305, Programming Experience 
in FORTRAN or C 

The theory of the linear and non-linear inver- 
sion of data for model parameters and its appli- 
cation to various problems in geophysics is pre- 
sented. Theories such as the generalized inverse, 
the stochastic inverse, and the maximum likeli- 
hood inverse are developed. The theory and prac- 
tical applications of non-linear inversion are dis- 
cussed. Examples from seismology, gravity, mag- 
netism, and geology are used. The relevant math- 
ematics basis from linear algebra and statistics is 
reviewed. John E. Ebel 

GE 790 Seminar in Environmental Geology: 
Fractured Bedrock Aquifers (F: 3) 

The source of water for municipalities and pri- 
vate residences in much of the country is obtained 
from fractured bedrock. These water supplies, 
particularly in the Northeast, are in danger. Con- 
taminants from industrial sources seep through 
the overburden and into fractured bedrock aqui- 
fers. In this course we will discuss topics pertain- 
ing to the quantification and description of frac- 
tured bedrock aquifers. As an integral part of the 
analysis, the formation of fractured and jointed 
networks with the rock will be investigated. The 
effect of depth on the permeability and transport 
properties of the aquifer will be considered in 
detail. Case studies will be analyzed to illustrate 
ways in which the transport of contaminants in 
fractured media is commonplace. Remediation 
techniques for cleaning up these bedrock aquifers 
will be presented. E.G. Bombolakis 

R.J. Martin III 



College of Arts & Sciences • Geology and Geophysics • 57 



GE 792 Applications of the Geographical 
Information System (ARC/INFO) (S: 3) 

Geographical Information System (GIS) is an 
integrated software environment that has two 
parts: information handling (data management) 
for both information organization and retrieval, 
and a second part that allows visual display of data 
in a graphical form on a map (geographical coor- 
dinate system). This course is designed to give 
students a working knowledge and a practical 
experience in applying computers in their stud- 
ies and/or research; there are no prerequisites. 

An introduction and overview of a Geographic 
Information System (GIS) along with extensive 
practical experience will be the primary focus of 
this course. The subjects covered will include 
practical aspects of data management within the 
relational database environment as well as a 
hands-on tutorial using practical day-to-day ex- 
amples. Special significance will be given to ap- 
plication of GIS to geological and geophysical 
studies with particular emphasis on data integra- 
tion, spatial RDBMS, and powerful graphics out- 
put capabilities of GIS. ARC/INFO is particularly 
designed to handle data and information related 
to mapping (geological and geophysical maps, 
land use, and even marketing). Many of the as- 
signments will use maps. Complementing the 
introduction and overview will be in-depth train- 
ing using graphics, workstations, and terminals. 

Michael Terner 

GE 793 Seminar in Environmental Geoscience: 
Geochemistry and Health (F: 3) 

Prerequisite: Permission of instructor 

This course is intended for senior under- 
graduates having an interest in the health conse- 
quences arising from natural and man-made ma- 
terials. Human exposure to mineral dusts, such as 
asbestos, have resulted in debilitating diseases of 
the lung. The degradation of water quality from 
eidier natural or industrial sources is believed to 
increase the risk of disease in the general popula- 
tion. Cancer risk arising from exposure to low- 
level ionizing radiation, such as radon, is a mod- 
ern-day issue in health protection. By contrast, the 
presence of certain metals in the water supply 
appears to be related to a lower incidence of heart 
disease. There are dietary requirements for cer- 
tain trace elements that serve as co-factors in en- 
zymes or serve to prevent disease (e.g., fluorine 
and the prevention of dental caries). Any connec- 
tion between exposure and disease depends 
heavily upon statistical inference methods used for 
the collection of data. The statistical methods 
used in their analysis will be presented. 

Charles M. Spooner 

GE 793 Seminar in Environmental Geoscience: 
The Geotechnical Bases for Governmental 
Policies and Regulations (S: 3) 

Through guest lecturers, expert in their regula- 
tory and technical fields, this course will examine 
policy and scientific issues concerning the qual- 
ity of the environment. Topics will include the 
Clean Air Act and air quality measurements; the 
Safe Drinking Water Act and water resource pro- 
tection; the Toxic Substance Control Act and 
health effects from environmental pollutants; and 
the disposal of hazardous and solid wastes. 

Charles M. Spooner 



GE 794 Seminar in Geology: Environmental 
Evolution (F: 3) 

Prerequisite: Permission of instructor 

The physical environment on the earth's sur- 
face has experienced profound changes during the 
course of its 4.5 billion year history. In this lec- 
ture/seminar course, we examine the evolution of 
the interplay between living systems and the 
physical environment of the earth, based upon 
biotic interactions with the atmosphere, oceans, 
and soils. Topics include the origin and evolution 
of life during Precambrian time, long term 
changes in the atmosphere and oceans (especially 
with regard to O, and CO,), global biogeochemi- 
cal modeling, the origin and nature of early ter- 
restrial ecosystems, and major biological events 
in relation to changes in the physical environment 
(such as mass extinctions). This is an interdisci- 
plinary course with a balanced emphasis on geo- 
logical and biological processes along with the 
chemical interactions between them. 

Paul Strother 

GE 796 Seminar in Geology: Applications of 
Geology to the Environment (S: 3) 

This seminar is an introduction to geologic as- 
pects of soils and bedrock that is relevant to, and 
required for, the successful pursuit of environ- 
mental and engineering projects. Hands-on expe- 
rience and/or case studies will include geologic 
mapping, data collection and analysis; planning of 
boring and geophysical investigations in a variety 
of conditions, analysis and presentation of data, 
and preparation of reports. James W. Skehan 

GE 795 and GE 797 Seminar in Geophysics 
(F: 3-S: 3) 

Prerequisite: Permission of instructor 

This course includes the analysis and discus- 
sion of topics of current interest in geophysics. 

The Department 

The following elective courses are offered by 
the Department on a regular basis. 
GE 240 Seminar in Regional Geology 
GE 250 Environmental Geology 
GE 302 Geochemistry 

GE 325 Geologic Computing and Computer 
Graphing 

GE 330 Principles of Paleontology 
GE 331 Principles of Paleontology Laboratory 
GE 391 Introduction to Geophysics 
GE 345 Human Evolution and Paleontology 
GE 460 Modern and Ancient Sedimentary Envi- 
ronment 

GE 505 Micropaleontology* 
GE 5 10 Internship and Seminar in Environmen- 
tal Geosciences 

GE 520 Sedimentary Petrology* 
GE 525 Theory of Mineral Equilibria 
GE 526 Igneous Petrology 
GE 528 Metamorphic Petrology 
GE 547 Advanced Structural Geology 
GE 550 Geostatistics 
GE 635 Ground Water Modelling 
GE 640 Geomechanics 
GE 660 Introduction to Seismology 
GE 661 Theoretical Seismology 
GE 662 Geomagnetism 
GE 672 Physics of the Earth 
GE 680 Geotectonics 

GE 690 Tectonics of the Appalachian Orogen 
and Related Terrains 



58 • College of Ar i s & Sciences • Gkraiank; Studies 



Germanic Studies 



FACULTY 

Christoph Eykman, Professor: Ph.D., Rhein, 
Friedr. Wilhelm Universitat, Bonn 

Michael Resler, Professor; Chairperson of the 
Department; A.B., The College of William 
and Alary; A.M., Ph.D., Harvard University 

Gert Bruhn, Assistant Professor; A.B., Univer- 
sity of British Columbia; A.M., Ph.D., 
Princeton University 

Valda Melngailis, Adjunct Associate Professor; 
A.B., A.M., Boston University; Ph.D., 
Harvard University 



PROGRAM DESCRIPTION 

The major in Germanic Studies is designed to 
give the student an active command of the Ger- 
man language, an insight into German literature 
and culture, and to provide the background for 
graduate study in the field. 

Students majoring in Germanic Studies are 
required to complete a total of 12 courses within 
the following curriculum: 

• Composition and Conversation (2) 

• History of German Literature (2) 

• Four semester courses in German literature 
or culture (4) 

• Two semester courses offered by other de- 
partments in subjects related to German. For ex- 
ample: EX 350, FA 232, HS 143, PL 338-339, 
PL 42 1 , PL 448, PL 455, PL 52 1 and others, sub- 
ject to the approval of the Department. 

• Two electives either in German literature 
or in a second foreign language (2) 

Subject to Departmental approval, the Hon- 
ors Program in German is offered to interested 
students who maintain a cumulative average of at 
least 3.3 in German. These students are advised 
to begin in the second semester of their junior 
year, under the direction of a member of the 
Department, a research project that will lead to 
an Honors Thesis. 

Note for students with transfer credits: 

( )f the twelve semester courses a minimum of 
four courses beyond Composition and Conver- 
sation (i.e., at least four upper-level literature or 
culture courses) must be taken within the Ger- 
manic Studies Department at Boston College. 

The Minor in German Studies 

The minor in German Studies offers an interdis- 
ciplinary approach to the language and cultures 
ot Germany, Austria and Switzerland. The fore- 
most goal of the program is to provide partici- 
pants with a broad, yet in-depth understanding of 
the various contributions which German-speak- 
ing civilization has made — from the early Middle 
Ages up to the present — to the development of the 
Western world. Among the disciplines that may 



be studied are the literature, art, music, history, 
theology, and philosophy of the German world. 
For specific requirements of the German 
Studies minor, see the "Minors" section in the 
College of Arts and Sciences section of this Cata- 
log. 

COURSE OFFERINGS 

GM 001-002 German A (Elementary) (F: 3-S: 3) 

This course surveys the fundamentals of German 
grammar and vocabulary. It includes practice in 
listening comprehension, speaking in everyday 
situations and exercises in reading and in elemen- 
tary German composition. The Department 

GM 050-051 Intermediate German (F: 3-S: 3) 

Prerequisite: GM 001-002 or its equivalent 

Further training in active use of the language, 
with emphasis on reading and conversation. The 
course includes readings in 20th century German 
prose, fiction, and non-fiction, German culture 
and society, grammar review, and discussion and 
composition. The Department 

GM 201-202 German Composition and 
Conversation (F: 3-S: 3) 

Prerequisite: GM 050-05 1 or its equivalent 

This course is designed to improve fluency in 
spoken German. Short compositions will be writ- 
ten periodically. Course work also includes review 
of selected difficult areas of grammar (with exer- 
cises), systematic vocabulary building, listening 
comprehension, reading and discussion of news- 
paper articles, plays, and other texts dealing with 
current aspects of life in modern Germany. A re- 
quired course for German majors. 

Christoph Eykman 

GM 210-21 1 History of German Literature 

Prerequisite: GM 050-051 (with an honor grade) 
or its equivalent 

This course is an introduction to the study of 
German literature and selected texts from the 
Middle Ages to the 20th century will be analyzed 
against the background of historical events and 
European literary movements. A required course 
for German majors. Next offered in 1996-91 

Valda Melngailis 

GM 222 The German Novelle from Kleist to 
Kafka (F: 3) 

The course is a critical study of the evolution of 
the Novelle as an important genre in modern Ger- 
man literature. Discussion of literary, cultural, and 
political influences on both the theory and prac- 
tice of the Novelle from the early 19th to the 
middle of the 20th century. Readings include sto- 
ries by Kleist, Tieck, Meyer, Hauptmann, Hesse, 
Mann, and Kafka. Cert Bruhn 

GM 238 Walther von der Vogelweide (F: 3) 

Prerequisite: Four semesters of college German 
(with a grade of B+ or higher) or the equivalent. 
This course is a study of the High Middle Ages 
in Germany as evoked in the songs of the great- 
est medieval German lyric poet, Walther von der 
Vogelweide. We will address the following top- 



ics: the effort to spread Christianity through the 
Crusades, the proper relationship between church 
and state, secularism versus religiosity, society's 
need for political stability and the eternal yearn- 
ing for human fulfillment. In addition, we will 
devote considerable time to Walther's varying 
views of love as seen in his courtly love lyrics. We 
will also examine Walther's influence on later 
generations of Germans. Conducted in German. 

.1 lichael Resler 

GM 239 German Literature of the High Middle 
Ages (S: 3) 

This is a study of the masterpieces of the first great 
blossoming in German literature. Central to the 
works of this age (all to be read in English trans- 
lation) are (1) the rise of knighthood and (2) the 
spreading to Germany of the legend of King 
Arthur and the blights of the Round Table. In 
addition, older Germanic-heroic influences can 
still be detected in some of the works. The litera- 
ture will be discussed in the larger context of its 
sociological and historical background (paganism 
versus Christianity, the Crusades, conflict with 
the papacy, etc.). The literary traditions of France 
and England will be systematically linked to con- 
temporary developments in Germany. Conducted 
in English. Michael Resler 

GM 271 Thomas Mann (S: 3) 

The course is a study of Mann's craft of fiction 
and his contribution to the modern German 
novel. Topics to be discussed include the follow- 
ing: art, politics, and the daemonic; romanticism 
and realism; decadence and progress; Germany as 
a theme in Mann's novels and essays; the influ- 
ence of Goethe, Wagner, and Nietzsche. Read- 
ings include the following: Touio Kroger, Der Tod 
in I r enedig, Der Zauberberg, and Doktor Faustus. 

Gert Bruhn 

GM310 Mittelhochdeutsch (S: 3) 

Prerequisite: Four semesters of college German 
(with a grade of B+ of higher) or the equivalent 
This course is an introduction to the German 
literary language of the High Middle Ages. This 
course will focus on the reading, translating 
(into English) and grammatical analysis of 
texts composed in Middle High German 
(Mittelhochdeutsch), the literary language that 
served as a vehicle for the chivalric and courtly 
literature of the late twelfth and early thirteenth 
centuries. Students will work with a standard 
Middle High German grammar and with short 
texts in Middle High German. In addition, one 
longer work will be read in its entirety. Conducted 
chiefly in German. Michael Resler 

GM 299 Reading and Research 

The course includes supervised readings within 
specific areas, for the solution of individual prob- 
lems of research. This course may be taken only 
with permission of the Chairperson. By arrange- 
ment The Department 



College of Arts & Sciences • Histi >ry • 59 



Other courses in the Department's repertory, 
offered on a non-periodic basis, include the fol- 
lowing: 

GM 203 Introduction to Reading German Prose 
GM 210 History of German Literature 
GM 2 1 3 Masterpieces of Contemporary German 
Literature 

GM 215 German Romanticism 
GM 217 German Literature: The Classical Pe- 
riod 

GM 219 German Lyric Poetry through Goethe 
GM 220 Goethe and Schiller 



GM 222 The German Nov elk from Kleist to 

Kafka 

GM 223 Contemporary German Fiction 

GM 225 German Literature — The 19th Century 

GM 2 3 1 German Expressionism ( 1 9 1 0- 1 92 5) 

GM 232 Nietzsche's Also sprach Zaratbustra 

GM 235 Modern German Drama 

GM 237 20th Century German Poetry 

GM 2 3 8 Die Lieder Walther von der Vogelweide 

GM 239 German Literature of the High Middle 

Ages 



GM 242 Germany Divided and Reunited 
GM 246 Heinrich Boll and the Post-War Ger- 
man Novel (in translation) 
GM 247 German Exile Writers Against Hitler 
GM 250 The German War Novel 
GM 271 Thomas Mann 
GM 310 Mittelhochdeutsch 



H 



T 



O 



R 



Y 



FACULTY 

Thomas H. O'Connor, Professor Emeritus: 
A.B., A.M., Boston College; Ph.D., Boston 
University 

Andrew Buni, Professor: A.B., A.M., University 
of New Hampshire; Ph.D., University of Vir- 
ginia 

James E. Cronin, Professor; Chairperson of the 
Department; B.A., Boston College; M.A., 
Northeastern University; Ph.D., Brandeis Uni- 
versity 

Radu R. Florescu, Professor; A.B., A.M., 
B.Litt., Oxford University; Ph.D., Indiana Uni- 
versity 

John L. Heineman, Professor; A.B., Lmiversity 
of Notre Dame; Ph.D., Cornell University 

Raymond T. McNally, Professor; A.B., 
Fordham University; Ph.D., Free University of 
Berlin 

David A. Northrup, Professor; B.S., M.A., 
Fordham University; M.A., Ph.D., University 
of California, Los Angeles 

Alan Reinerman, Professor; B.S., A.M., Xavier 
University; Ph.D., Loyola University 

Peter H. Weiler, Professor; A.B., Stanford Uni- 
versity; A.M., Ph.D., Harvard Unversity 

Silas H. L. Wu, Professor; A.B., National Tai- 
wan University; A.B., University of California 
at Berkeley; A.M., Yale University; Ph.D., Co- 
lumbia University 

Benjamin Braude, Associate Professor; A.B., 
AM., Ph.D., Harvard University 

Paul Breines, Associate Professor; A.B., A.M., 
Ph.D., University of Wisconsin 

Robin Fleming, Associate Professor; B.A., M.A., 
Ph.D., L T niversity of California at Santa Bar- 
bara 

Ellen G. Friedman, Associate Professor; B.A., 
New York University; Ph.D., C.U.N. Y. Grad 
School 

Mark I. Gelfand, Associate Professor; A.B., City 
College of New York; AM., Harvard Univer- 
sity; Ph.D., Columbia University 

R. Alan Lawson, Associate Professor; A.B., 
Brown University; A.M., University of Wiscon- 
sin; Ph.D., University of Michigan 



Roberta Manning, Associate Professor; A.B., 
Rice College; A.M., Ph.D., Columbia Univer- 
sity 

Rev. Francis J. Murphy, Associate Professor; 
A.B., Holy Cross; A.M., Ph.D., Catholic Uni- 
versity 

Kevin O'Neill, Associate Professor; A.B., 
Marquette University; A.M., Loyola Univer- 
sity; Ph.D., Brown University 

Thomas W. Perry, Associate Professor; A.B., 
AM., Ph.D., Harvard University 

Carol M. Petillo, Associate Professor; Director 
of Graduate Studies; A.B., Montclair State Col- 
lege; A.M., Ph.D., Rutgers University 

Virginia Reinburg, Associate Professor; A.B., 
Georgetown University; M.A., Ph.D., 
Princeton University 

Alan Rogers, Associate Professor; A.B., M.A., 
Ph.D., University of California, Santa Barbara 

John H. Rosser, Associate Professor; A.B., Uni- 
versity of Maryland; A.M., Ph.D., Rutgers Uni- 
versity 

Paul G. Spagnoli, Associate Professor; A.B., 
Holy Cross; A.M., Ph.D., Harvard University 

Frank Fonda Taylor, Associate Professor; B.A., 
M.A., University of West Indies; Ph.D., Uni- 
versity of Geneva 

L. Scott Van Doren, Associate Professor; A.B., 
Oberlin College; A.M., Ph.D., Harvard Uni- 
versity 

Lawrence Wolff, Associate Professor; A.B., 
Harvard College; M.A., Ph.D., Stanford Uni- 
versity 

Sherri Broder, Assistant Professor; B.A., Hamp- 
shire College; M.A., State University of New 
York at Binghamton; Ph.D., Brown University 

Karen Miller, Assistant Professor; B.A., M.A., 
University of California at San Diego; Ph.D., 
University of California at Santa Barbara 

Mrinalini Sinha, Assistant Professor; M.A., 
Jawahawlai Nehru University; M.A., Ph.D., 
S.U.N.Y 



PROGRAM DESCRIPTION 

The Department of History offers the under- 
graduate student a variety of courses in Medieval 
European, Early Modern and Modern European, 
Russian, East European, United States, Latin 
American, Asian, Middle East, and African His- 
tory. With careful planning and the advice of fac- 
ulty members, students can develop a sequence of 
courses that will prepare them for the fields of law, 
government, and the foreign service, and for a 
career in various international organizations, in 
journalism, in business, or in teaching at the el- 
ementary, secondary, or college levels. 

A history major is required to take a two-se- 
mester sequence in European history since the 
Renaissance (selection from any course HS 001- 
002 through FIS 094), and a two-semester se- 
quence in American Civilization (HS 181-182). 
Students planning to concentrate in history are 
encouraged to take European history in their 
freshman year, and American Civilization in their 
sophomore year. Once they have fulfilled these 
requirements they will have acquired the prereq- 
uisite for most elective courses in junior and se- 
nior years. Beginning students who have advanced 
placement or who have successfully passed the 
Departmental qualifying examinations, offered 
annually in the fall, may substitute an upper-di- 
vision course in European or American history for 
these required courses. 

In addition to the prescribed courses listed 
above, the history major is required to complete 
eight additional upper-division electives, one of 
which must be HS 300, Study and Writing of 
History (taken in the sophomore or junior years), 
and seven elective courses that must include the 
following: two in non-Western history and three 
advanced electives (HS 301-699; a maximum of 
two can be HS 299, Reading and Research 
courses). Note that some advanced electives also 
satisfy the non-Western requirement. At least 
three of the electives-including two of the ad- 
vanced electives-must be in a field approved by 
the History Department advisor. For a list of pos- 
sible fields, please consult the History Depart- 
ment. 

Within the general context described above, 
a history major may choose to pursue a special- 
ized program in Irish Studies. The program of- 
fers a junior year in Irish Studies at Lfriiversity 
College, Cork, which provides intensive exposure 



60 • College of Arts & Sciences • History 



in areas of Irish culture not normally available in 
the United States, such as Irish ethnography, folk- 
lore, and anthropology. Interested students 
should apply to the Foreign Study Office or see 
Professors Dalsimer and O'Neill of the English 
and History Departments. 

In order to facilitate the introduction of re- 
search techniques the Department offers a vari- 
ety of Readings and Research opportunities. 
These projects must be arranged between the 
individual student and professor and then receive 
the permission of the Director of Undergraduate 
Studies. No more than 2 courses completed in this 
fashion will count towards the history major. 

The Core Requirement in history is a two-se- 
mester sequence centering on modern European 
history (1500 to the present). To fulfill the Core 
requirement, all undergraduates must take a two- 
semester sequence from courses numbered HS 
001-002 to HS 081-82. Any of these two-semes- 
ter survey courses will fulfill the Core require- 
ment. Because all of these courses are designed as 
thematic units, students should continue in the 
same class for the entire year; but upon comple- 
tion of the first half of one course, students may 
enroll in another second-half course. In no case, 
however, will students be permitted to take the 
courses out of order; the first half must be com- 
pleted before enrolling in the second. Students are 
strongly urged to fulfill the history Core require- 
ment in their freshman year or, at the latest, dur- 
ing their sophomore year. Students planning to 
study abroad during their junior year are strongly 
advised to complete their history Core before 
embarking on such studies. 

Content and Format of the Core 

Each of the courses listed as Core has distinctive 
emphases, reflecting the interests and expertise of 
the instructors, and wherever possible, they have 
been given specific titles that describe these em- 
phases. Thus, in the following list, we have Core 
courses that concentrate primarily on Western 
Europe, or on Eastern Europe, on Europe and the 
Americas, or Europe and the World. Neverthe- 
less every history Core course follows a common 
set of general guidelines and topics as required by 
the History Department. Although Core descrip- 
tions stress the differences in approach of each of 
the courses, this should not disguise the fact that 
all of the Core courses listed below have the fol- 
lowing basic set of topics in common. These top- 
ics are as follows: 

First semester: The Renaissance, the Reformation, 
and the Counter-Reformation; exploration and 
overseas trade; the social structure of early mod- 
ern Europe; the development of the bureaucratic 
state; international relations and warfare; the sci- 
entific revolution and the Enlightenment; the 
development of capitalism and the origins of the 
Industrial Revolution; the revolutions in seven- 
teenth-century England and eighteenth-century 
France; women, the family and gender roles. 
Second semester: Napoleon; the Congress of 
Vienna; nineteenth-century conservative and lib- 
eral political theories; nationalism, the unifica- 
tions of Italy and Germany; Marx and Darwin and 
their influence on modern thought; the develop- 
ment of modern industry; imperialism and colo- 
nialism; international relations and World 
War I; the Russian Revolution; Fascism and the 



Depression; World War II; the postwar world; 
women, the family, and gender roles. 

All of the Core history courses numbered HS 
001-002 through HS 067-068 consist of large 
classes taught by a team of professors (either 
jointly, or splitting the year between them). All 
Core classes meet twice each week for lectures and 
a third time in groups of 20-22 students for dis- 
cussion. These weekly discussion sections are an 
integral part of each Core course. 

The Core history program is also offered in 
three other slightly different formats: HS 08 1-82 
is taught in small classes (35 students). HS 087- 
88 is taught in French as part of the Immersion 
Program. Finally, HS 093 (spring term) covers the 
topics of the first half of the Core; HS 094 (fall 
term) covers the topics of the second half of the 
Core; these reverse sequence courses are intended 
solely for students who need to begin or complete 
their history Core courses out of the normal se- 
mester pattern. As noted above, the history Core 
requirement is a two-semester sequence; students 
must complete the first half of the sequence (cov- 
ering material from 1500 to 1789) before enroll- 
ing in the second half of the sequence (covering 
material from 1789 to the present). In other 
words, a student must complete an odd-numbered 
Core course before enrolling in an even-num- 
bered Core continuation. 

COURSE OFFERINGS 

HS 001-002 Institutional and Cultural History 
of Modern Europe (F: 3-S: 3) 

This course, although intensive and demanding, 
is designed for any student (major or non-major) 
who is interested in tracing the evolution of west- 
ern society to the present day. It presents an in- 
terpretation of the broad lines of historical devel- 
opment from about 1500 to the present day. 
Though mainly focused on western Europe, it ex- 
plains that the expansion of European power and 
influence that began in the 16th century and con- 
tinues to this very day made these European de- 
velopments essential to an understanding of the 
history of the non-European world as well. Em- 
phasis will be placed on the social, political and 
institutional stresses and changes, and the relation 
of these factors to the world of ideas and the arts. 
In the first semester, special topics include the rise 
of absolute bureaucratic states, warfare and diplo- 
macy in the old regime, and the Enlightenment. 
The second semester will cover the French 
Revolution, the search for new authorities as rep- 
resented by the ideologies of conservatism, liber- 
alism, communism and fascism, the impact upon 
thought and society of two world wars, and the 
resurgence of Europe since the apparent end of 
the Cold War. The Department 

John Heineman 

HS 005-006 Social and Economic Development 
of Modern Europe (F: 3-S: 3) 

This course traces the changes that have created 
today's world out of the very different world of 
the late Middle Ages. We will examine the move 
from a unified Christendom to a divided Europe 
and study the growth of a bureaucratized and 
controlling state and a capitalist market economy. 
We will also analyze the changing social structure 
of Europe, the interactions between Europe and 



the wider world, the urbanization and industrial- 
ization of Europe, the struggles between the pro- 
ponents and critics of Protestantism, constitution- 
alism, and capitalism, the causes and conse- 
quences of wars and revolutions, and the impact 
of social and economic changes on the West. 

Robin Fleming 
Paul Spagnoli 

HS 01 1-01 2 Political and Social History of 
Modern Europe (F: 3-S: 3) 

This course will survey the major developments 
in Europe from the Renaissance. Emphasis will 
be placed upon social and political developments, 
particularly as seen through the Renaissance, 
Reformation, overseas expansion, and the forma- 
tion of the modern states. The theme for the sec- 
ond semester will be the conflicting demands of 
individual liberty and social need since the French 
Revolution with particular reference to industri- 
alization, the European state system, imperialism, 
World War I, and the rise of dictatorships cul- 
minating in World War II. Lany Wolff 

James Cronin 

HS 01 5-016 Cultural History of Modern Europe 
(F: 3-S: 3) 

This course examines the interactions of the per- 
sons, ideas, institutions and movements that have 
shaped European experience from the Renais- 
sance through the reconstruction of Europe af- 
ter World War II. The special emphasis during 
the first semester will be on the Renaissance and 
the Reformation, on the discoveries of explorers 
and scientists, and the Enlightenment. During the 
second semester, the integrating theme will be the 
conflicting demands of individual liberty and so- 
cial welfare, with particular reference to the 
French Revolution, industrialization, imperial- 
ism, the first and second world wars, totalitarian- 
ism and the rebuilding of Europe since 1945. 

Francis Murphy 

HS 019-020 Political and Intellectual History of 
Modern Europe (F: 3-S: 3) 

This course treats the history of the European 
world since 1500, emphasizing religious, intellec- 
tual, and political developments. Topics covered 
in depth include the search for new intellectual 
and religious authorities in the Renaissance and 
Reformation; state building and constitutional 
conflicts in England and France; the scientific 
revolution; the Enlightenment; and 18th century 
revolutions. Throughout the course, ideas and 
institutions will be explored within clearly defined 
social contexts. Attention will also be devoted to 
women's lives and questions of gender within the 
religious and political debates of the era. Second 
semester will cover industrialization; 19th-20th 
century wars and revolutions; and the search for 
new political and intellectual authorities through 
modern ideologies of Marxism, liberalism, con- 
servatism, and fascism. Virginia Reinburg 

The Department 

HS 023-024 Social and Cultural History of 
Modern Europe (F: 3-S: 3) 

This course surveys the evolution of western Eu- 
rope from the end of the Middle Ages through the 
1989 collapse of the Soviet Empire. Special atten- 
tion is given to the following issues: the triumph 
of liberal capitalism, the rise of the bourgeoisie, 
the development of the modern state, the emer- 



College of Arts & Sciences • History • 61 



gence of new forms of conquest and domination 
over the natural and non-European worlds. We 
will examine these aspects of the West's develop- 
ment with particular emphasis on gender, race 
and class and other forms of difference. 

The Department 
Paul Breines 

HS 027-028 Political and Cultural History of 
Modern Europe (F: 3-S: 3) 

This course surveys the historical development of 
Europe from the Renaissance to the present, with 
the intention of explaining how the unique west- 
ern society in which we live today came into be- 
ing. The great expansion of European power and 
culture since 1500 has made the development of 
Europe a key to understanding the modern world 
as a whole. Alan Reinerman 

HS 031-032 Europe and the Atlantic 
Community (F: 3-S: 3) 

This course is a study of the Atlantic community 
and its role in the emergence of the world 
economy since 1500. Topics to receive primary 
consideration include the following: (first semes- 
ter) the structure of traditional European and 
American societies, the impact of European ex- 
pansion on European and American society and 
economy, the emergence of colonial America, and 
the age of revolution; (second semester) the At- 
lantic orientation of industrial development, the 
development of liberal democracy, socialism, Fas- 
cism and the age of national liberation. 

The Department 
Kevin O'Neill 

HS 045-046 Social and Political Evolution of 
Modern Europe (F: 3-S: 3) 

This is a study of European social and political 
history from 1 500 to the present. Special emphasis 
will be placed on nation-building, European ex- 
pansion, alternate economic systems, the role of 
the lower classes, the impact of military technol- 
ogy, the persecution of minority groups, the re- 
volt of the colonies and the changing position of 
women. The regional interests of the instruc- 
tors — Spain in the first semester and Russia in the 
second — will be highlighted. Ellen Friedman 

Roberta Manning 

HS 051-052 Europeans and the World 
(F: 3-S: 3) 

The first term explores these events in the Atlan- 
tic basin from 1500 to 1800, emphasizing the in- 
teraction of Spaniards and Mexicans, Britons and 
North Americans. It also probes the roles of Eu- 
ropeans and Africans in the creation of slave so- 
cieties and in the traditions of conflict and resis- 
tance that culminated in the French and Haitian 
revolutions. The second term explores the impact 
of industrialization and modern technology in 
Europe and in European settlements overseas and 
the impact of Western political and economic 
imperialism in Africa, Asia, and the Pacific since 
1800. The Depart??/ ent 

Benja??/in Braude 

HS 059-060 Rise of Europe: East/West 
(F: 3-S: 3) 

Today the oil wealth of the Middle East seems to 
threaten the West — such a fear is not completely 
new. In 1500, Europe also trembled before the 
power of a Middle Eastern power — the Ottoman 



Empire. Over the centuries Europe built a resil- 
ient system of states, introduced scientific and 
technological innovations, fostered economic 
growth, and expanded its territory overseas. By 
the beginning of the twentieth century Europe 
was all-powerful. What have been the factors 
behind Europe's rise to power during this early 
period? What has undermined Europe subse- 
quently? John Rosser 

The Department 

HS 067-068 The West and the World: Asia and 
the Americas (F: 3-S: 3) 

This course examines the dramatic changes in Eu- 
ropean political, economic, and cultural life since 
1 500 and Europe's expansion overseas. The first 
semester will concern primarily European expan- 
sion in the Atlantic basin; while in the second se- 
mester, attention will shift to the impact of West- 
ern imperialism in Asia and the Pacific basin. 

The Depart???ent 
Mrinalini Sinha 

HS 079-080 Africa's World: Relations with 
Europe, the Americas, and Asia (F: 3-S: 3) 

This course examines modern world history from 
an African vantage point. Because of European 
contacts with Africa after 1400, telling Africa's 
story of necessity involves telling Europe's, i.e., 
explaining how and why Europeans were able to 
affect Africa (as well as the rest of the world) so 
profoundly. Africa's story since 1400 is also closely 
linked to the Americas and Asia by migration, 
commerce, and exchanges of ideas. Along with 
reviewing Africa's cultures and external relations, 
the first semester examines the conduct and con- 
sequences of the Atlantic slave trade, including the 
establishment of African peoples and cultures in 
the Americas. The second semester (1800- 
present) details how the European conquest of 
Africa (1880-1915) cut off a century of dynamic 
internal changes, and how Africans were able to 
regain their independence by forging new inter- 
nal coalitions and drawing strength from other 
liberation movements in Asia, Europe, and the 
Americas. David Nortbritp 

HS 081-082 Europe Since 1500 (F: 3-S: 3) 

This two-semester survey examines the develop- 
ment of European life and culture from the Re- 
naissance. The first semester will end at the 
French Revolution, while the second semester will 
continue the story to the contemporary world. 

The Dcpart???e?it 

HS 087-088 Europe Since 1 500 (F: 3-S: 3) 

This Core course is given in French. 

Radii Florescu 

HS 093 Europe 1 500 to 1 789 (S: 3) 

This is a reverse sequence section of the Core. 
This is the first half of the history Core, although 
taught in the second semester. The Depait??ient 

HS 094 Europe 1 789 to the Present (F: 3) 

This second part of the two-semester history 
Core sequence is offered in the fall term, and is 
designed for students who have completed the 
first half of the Core (any odd-numbered history 
Core course), and who wish to continue their his- 
tory Core in the fall term. The Depart??ient 



Undergraduate Electives for Non- 
Majors 

All courses above 100 require as a prerequisite the 
successful completion of the Core (HS 001-002 
through HS 094). Most of the following electives, 
though taught as year long courses, may be taken 
for one semester only. Students should consult the 
Department or the individual professor for advice. 

HS 1 1 1 The War in Vietnam (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

After a brief survey of Vietnamese history with 
particular emphasis on the French colonial period, 
this course will examine U.S. involvement in Viet- 
nam from 1945 to 1975. It will use as its central 
core the thirteen-part PBS series on Vietnam, one 
segment of which will be shown during one class 
period each week. Carol Petillo 

HS 1 1 3 Russia and the Cold War (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This is a survey of Russian relations with the 
outside world, from the Russian Revolution of 
1917 to the present day, with an emphasis on de- 
velopments after the Second World War. Top- 
ics covered include Russia's complex relationship 
to the global economy, the foreign intervention 
in the Russian Civil War, World War II, the ori- 
gins of the Cold War, the major Cold War cri- 
ses, from Berlin to Cuba, the nuclear arms race 
and efforts to control it, the transfer of Soviet- 
America rivalries from Europe to the volatile 
Third World, and the end of the Cold War un- 
der Gorbachev and Yeltsin. Robeita Manning 

HS 1 1 5 A Cultural History of the Irish People 

(F:3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

A survey of the last four centuries of Irish 
History and civilization, designed for students 
who want to explore the economic, social, and 
literary evolution of modern Ireland. 

Kevin O'Neill 

HS 117-118 American Heritage (F: 3-S: 3) 

Prerequisites: Any two semesters of HS 001-002 
through HS 094 

This is a survey of American history from the 
pre-Columbian period to the present. It covers 
the political system, the emergence ol an indus- 
trial society, the role of immigrants, minorities, 
and women in American society, and the inter- 
national role of the United States. For non-majors. 

Andrew Bum 

HS 130 History of Boston (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

A survey of Boston from the 1820s to the 
present as it has changed from a town to a city to 
a metropolitan center. A full range of topics will 
be covered (aided by guest lecturers) including the 
city's physical growth, political conflicts, social 
structure (immigrant and Brahmin), literary 
achievements, architectural splendor, economic 
growth, social turmoil, and contemporary prob- 
lems. The course will emphasize the traditions 
and changes that have made Boston the influen- 
tial and exciting place it is and how and why the 
diverse population has responded. 

Andrew Buni 



62 • College of Arts & Sciences • History 



HS 1 36 Legends of History (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 ' 

This course will study the impact of non-ra- 
tional beliefs upon the men and events of each 
period and examine their causes down to the 
present. Stress will be placed upon the lives and 
roles of the more famous astrologists, oracles, 
chimorancers, sorcerers, and alchemists. The 
causes of manifestations such as witchcraft, 
vampirism and lycanthropy will be examined. A 
portion of this course will be devoted to folkloric 
beliefs and their historical relevance. The liter- 
ary' interpretations of such myths will be included. 

Radu Florescu 

HS 181-182 American Civilization (F: 3-S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

A survey of the political, social, economic, and 
intellectual developments that have shaped and 
influenced the growth of the United States from 
a colonial appendage to a world power. This 
course, which is based on a sound foundation of 
the framework of American history, will give stu- 
dents insights into the institutions, society, 
economy, and ideas upon which American Civi- 
lization is founded. Consideration will be given 
to continuity, change, and conflict in American 
society. The Department 

Thomas H. O'Connor 

HS 203 Nationalism and Inter-Ethnic Conflicts 
in Europe (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course will study the rise of national sen- 
timent, ethnicity and irredentism and their impact 
on international relations from 1870-1970, dur- 
ing the inter-war, fascist and communist periods 
and following the downfall of communism. Study 
of the earlier period will provide examples of the 
manner in which international diplomacy helped 
lessen such tensions. Special attention will be 
given to the relevancy of international law and 
international institutions, minority rights, and the 
idea of federation or confederation. 

Radu Florescu 

HS 204 Society and the Sexes in Early Modern 
Europe (F: 3} 

Prerequisites: Any two semesters of HS 001 
through HS 094 ' 

This course explores the social history of re- 
lationships between the sexes, as well as the con- 
struction of ideas about gender, from the Renais- 
sance through the French Revolution. Emphasis 
will be placed on women's lives, and every effort 
will be made to compare female with male roles 
and experience. Topics to be covered include 
work, education, family life, political and religious 
activity, and legal and political status. 

Ellen Friedman 

HS 205 Concertworks in Europe and the United 
States, 1930-1945 (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

A survey of major works, most musical, cre- 
ated during the crisis years of the Great Depres- 
sion and of World War II. The course will be 
built around compositions by Shostakovitch, 
Prokofiev, Bartok, Kodaly, Orff, Weill, Ravel, 



Stravinsky, Britten, Gershwin, Ellington, Basie, 
Holiday, Copland, Bernstein. Some of the ways 
in which the often traumatic experiences of the 
period may have affected cultural activity will be 
one of the central concerns of the course. 

Scott Van Doren 

HS 208 Middle East in the Twentieth Century 

(F:3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

Through the last eighty years the Middle East 
has been the site of many wars and conflicts. More 
recently it has become the most important source 
of the world's energy. This combination of strife 
and economic power has made it a vital and sen- 
sitive area for the entire globe. This course should 
help students understand the origins of the dis- 
putes that have arisen in the region and gain a 
sense of how recent history may affect future de- 
velopments. Benjamin Braude 

HS 21 7 History of Transylvania (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

Transylvania represents a Switzerland of the 
Balkans because of the diversity of peoples, reli- 
gions and cultures (Germans, Romanians, Hun- 
garians, Slavs, Szekelys as well as Orthodox, 
Lutherans, Calvinists, Unitarians, etc.) For the 
student of history the area is of particular inter- 
est for its Central and East European cultural, 
economic and social cross currents. It was pro- 
foundly affected by the twin currents of both 
Renaissance and Reformation as well as the En- 
lightenment of J osephinism. During the 19th cen- 
tury Transylvania becomes the Alsace-Lorraine 
of Eastern Europe. The interwar period intro- 
duces the diplomacy of Hungarian revisionism, 
the Nazi period that of Hungarian dictatorship, 
while the post-war socialist period alternates be- 
tween the concept of communism, international- 
ism and the revival of traditional tensions between 
Hungarians and Romanians. Radu Florescu 

HS 218 Georgian Civilization (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This is a comprehensive look at Georgian 
England, with emphasis on cultural and social 
history, and just enough political background to 
provide context and continuity. Major topics will 
include architecture, painting, landscape garden- 
ing, furniture and decorations, theater, music, and 
literature. Thomas IV. Perry 

HS 249 (FA 296) (RL 294) Italy: Art, Literature, 
History (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This is an interdisciplinary course in which 
lectures will be presented in English by profes- 
sors from three departments. The history and 
culture of Venice, Florence and Rome will be 
studied with emphases on political, socio-eco- 
nomic, and cultural topics for the Medieval and 
Renaissance periods. Scott Van Doren 

HS 253 Law and American Society (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course examines the role of the law in 
American life. It surveys the influence of legal in- 
stitutions upon the development of American 



political, social and economic patterns from co- 
lonial times to the present. Special attention will 
be given to the part played by the legal profession 
in the shaping of American society. This is not a 
course on the fine points of judicial logic, but a 
study of how Americans have viewed the law and 
use it to achieve their vision of a good society. 

Mark Gelfand 

HS 259 A History of the American Environment 

(S:3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This is a study of America's physical being 
from colonial settling to the present, which exam- 
ines the changes made ecologically to our public/ 
private land and water. America imagined itself 
as bountiful and limitless in resources. Over time, 
reality has set in to show a nation ecologically in 
turmoil with itself. Areas and issues studied in- 
clude clearing the land, the impact of urbaniza- 
tion and suburbanization, transportation, Ameri- 
can manufacturing from giant to rust belt, envi- 
ronmental protectors (i.e., Rachel Carson, John 
Muir), preserving national sites, and environmen- 
tal racism. Andrew Buni 

HS 267 Modern Latin America (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course explores the political and social 
consequences of independence and the building 
of national states in former colonies still deeply 
dependent within the international economy; the 
long endurance and final abolition of slavery in 
Brazil and Cuba; the emergence of U.S. economic 
imperialism and military interventionism, with 
the revolutionary responses in Cuba in 1898 and 
in Mexico in 1910; the consolidation of the 
American empire after World War II, and the 
revolutionary challenges in Cuba and Central 
America. The Department 

HS 268 Colonial Latin America (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course is a survey of the origins of the 
societies of Latin America, defined as that part of 
the Western Hemisphere controlled by Spain and 
Portugal, from the sixteenth to the nineteenth 
centuries. The focus of the course will be on the 
development of a Latin American culture out of 
the interactions among the three major cultural 
traditions, the Amerindian, the European, and the 
African, that make up Latin American society 
today. The relationships among those three tra- 
ditions, within the European world system of 
which they were a part, underlie the social, po- 
litical and intellectual patterns shared by the new 
states that emerged in the nineteenth century. 

The Department 

HS 272 (PO 438) Introduction to Russian, 
Soviet and East European Studies (F: 3) 

Prerequisite: Any two semesters of HS 00 1 through 
HS094 

This course provides the student with the key 
themes, theories and approaches necessary for 
further detailed study of Russia, the former 
USSR, and with special emphasis on the East 
European states. The major findings and meth- 
ods used by specialists in various disciplines will 
be previewed and presented. Donald Carlisle 

Raymond McNally 



College of Arts & Sciences • History • 63 



HS 278 Mozart's Vienna (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 ' 

This course considers Mozart's music in the 
context of Hapsburg Vienna and of European 
culture generally in the late 1 8th century. Topics 
include art and politics at the Hapsburg court, in- 
stitutions of the 18th-century musical world, the 
evolution of 18th-century classical music, the life 
and music of Mozart, and the mythology of 
Mozart's death in 1791, two hundred years ago. 
Mozart's operas, especially, are studied as works 
of cultural history, reflecting the dramatic, philo- 
sophical, and political values of the Enlighten- 
ment. Lawrence Wolff 

HS 283-284 (BK 104-105) Afro- American 
History (F: 3-S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 ' 

This two-semester survey examines the his- 
tory and culture of African-Americans from the 
pre-colonial period to the present. The first se- 
mester treats the period before the middle pas- 
sage, the evolution of slave and free society, de- 
velopment of black institutions, and emergence 
of protest movements through the Civil War's 
end. During the second semester, the emphases 
are placed on issues of freedom and equality from 
Reconstruction, urban migration, civil rights 
struggles through current consideration of race, 
class, and gender conflicts. The Department 

HS 298 (BK 314) Western Africa (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 ' 

A historical introduction to the peoples of 
Adantic Africa between the Sahara and the Congo 
river from antiquity to the present. The first third 
of the course traces the development of African 
societies and their contacts with Islamic and 
Western peoples before 1800. The dramatic eco- 
nomic, political, and cultural changes of the nine- 
teenth century are the subject of the middle sec- 
tion, while the final part examines the effects of 
twentieth-century European colonialism and the 
difficult circumstances faced by the 22 western 
African states since regaining independence. The 
use of novels and biographies enables students to 
grasp how men and women have met the chal- 
lenges of geography, interpersonal relations, and 
foreign intrusion in an important part of the third 
world. David Northrup 

HS 299 Readings and Research: Independent 
Study 

Prerequisites: Permission of professor and Direc- 
tor of Undergraduate Studies; any two semesters 
ofHSOOl through HS 094 

Students who wish to pursue a semester of di- 
rected readings with individual faculty members 
under this category must secure the permission 
of the faculty member and the Director of Un- 
dergraduate Studies. Lists of faculty members and 
their fields can be obtained from the Department. 

The Department 

Courses numbered HS 300 are open to History 
majors and are required of majors in the class of 
1995 and on. The purpose of these courses will 
be to introduce students to the methodology and 
process of writing history by focusing on a topic 



for which a body of source material is readily avail- 
able. Each student is expected to write a major 
research paper using pre-selected documented 
material, government documents and will prepare 
a major research paper. 

HS 300.14 The Study and Writing of History: 
The Norman Conquest (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094; history major status 

This course is designed to teach students 
something about the Norman Conquest, one of 
the central events in European history. It is also 
designed to teach something about the history of 
ideas, and something about the way in which his- 
tory is written. During the course of the semes- 
ter we will look at the Norman Conquest not only 
as an event, but as it was imagined by later gen- 
era tions-by Elizabethan Antiquarians, by Puritan 
radicals, by 19th century Whigs and Tories, by 
early twentieth century British imperialists, and 
by late 20th-century historians. During the se- 
mester students will learn how to read historical 
sources and historical writing, as well as the ba- 
sics of historical research. Robin Fleming 

HS 300.1 7 The Study and Writing of History: 
Public Works in Boston (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094; history major status 

Mark Gelfand 

HS 300.18 The Study and Writing of History: 
Early Printed Books and Their Readers (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094; history major status 

Virginia Reinburg 

HS 300.19 The Study and Writing of History: 
Work and Workers in the West (F: 3) 

Prerequisites: Any two semesters of HS 001 
through IIS 094; history major status 

Scott Van Doren 

HS 300.20 The Study and Writing of History: 
Law and Society in China (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094; history major status 

Silas Wu 

HS 300.21 The Study and Writing of History: 
Nietzsche (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094; history major status 

An historical introduction to Nietzsche's 
ideas, to his life and the world he worked in, and 
to some of the directions in which his ideas have 
been taken by Nazis, theologians, socialists, femi- 
nists, gay and lesbian writers, historians and oth- 
ers. Paul Breines 

HS 300.22 The Study and Writing of History: 
Anti-Semitism (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094; history major status 

This course will focus not on the origins but 
on the much more historically problematic ques- 
tion of the survival of Jew-hatred. Students will 
choose a period for their research that will be 
drawn from among the following: (1) pagan anti- 
monotheism, (2) Christian anti-Judaism, (3) secu- 
lar anti-Semitism. Students will be encouraged to 
examine the sources in order to explain how the 
ideas of Jew-hatred survived from one period to 
the next. Benjamin Braude 



HS 300.23 The Study and Writing of History: 
Family Values (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094; history major status 

The 1980s ushered in a period of intense con- 
flict in American culture and society regarding a 
number of related social and cultural issues con- 
sequently subsumed during the 1992 presidential 
election under the rubric of family values. In the 
early 1990s, the issues of gender, class, race, and 
power have achieved public prominence. This 
course will address these issues from a historical 
perspective, considering how historians write 
contemporary history or think historically about 
the times in which they live. Sherri Broder 

HS 300.25 The Study and Writing of History: 
African-American Civil Rights (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094; history major status 

Karen Miller 

HS 300.26 The Study and Writing of History: 
Military Family (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094; history major status 

Carol Petillo 

HS 300.27 Study and Writing of History (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094; history major status 

Marie McHugh 

HS 303 The Rise of Modern China (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 ' 

This is a survey of Chinese political, social and 
intellectual history from 1600 to the May Fourth 
Movement (Intellectual Revolution) around 1919 
with special attention to Western impact on 
China's domestic development from the mid- 
nineteenth to the early twentieth century. 

Silas Wu 

HS 307 Travelers and Spies in the Middle East: 
Lawrence of Arabia and His Colleagues (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 ' 

This course will examine the motives of the 
travelers, the impact of their writings, and the 
policies and politics that they sought to advance. 
Specific topics include the following: psychology 
of the traveler, works of travel as literature and 
history, the genre of travel literature, views of 
Islam, Arabs and Turks, the appeal of the East, 
response to and reception of the foreigner, Mus- 
lim travelers in the West, the romantic impulse 
for travel and the Industrial Revolution. Readings 
will be drawn largely from such writers as 
Lawrence himself, Richard Burton, Charles 
Doughty, Wilfrid Thesiger, and William Gifford 
Palgrave. Benjamin Braude 

HS 31 1 The African Slave Trade (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 ' 

From antiquity to the late nineteenth century 
black Africans were sold as slaves to the far cor- 
ners of the world. This course examines the ori- 
gins of this nefarious trade with particular empha- 
sis on the trans-Atlantic slave trade that began in 
the sixteenth century. Topics include the eco- 
nomic, political, and moral dimensions of the 
trade, including ways in which slaves were ob- 



64 • College of Arts & Sciences • History 



tained in Africa, their transport to the New 
World, the slave systems that were established 
there, and the campaign to end the trade in Afri- 
can slaves. The African slave trade is an excellent 
introduction to the changing geography, econom- 
ics, and ideas of the modern world. 

David Nortkritp 

HS 31 8 (BK 31 8) Post Slavery Caribbean (S: 3) 

Prerequisites: Anv two semesters of HS 001 
through HS 094 ' 

This course examines the political, economic 
and social evolution of the Caribbean since slave 
emancipation. Its emphasis is on the development 
of underdevelopment in the region, and in this 
regard it looks closely at the historical character 
of the Caribbean's incorporation into the 
international system. Its compass covers the 
Anglophone, Hispanophone and Francophone 
Caribbean from Haitian independence in 1804 to 
the present. Frank Taylor 

HS 325 (BK 325) Revolutionary Cuba: History 
and Politics (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 ' 

On 1 January 1994 the Cuban Revolution will 
have entered its 35th year in existence. This 
course has as its focus Cuba's foreign and domes- 
tic policies during these years of revolution. Be- 
cause Cuba is, in Fidel Castro's words, a "Latin 
African" country, some attention will be focused 
on the issue of race and the revolution in Cuba. 
Likewise, the history of Cuba's policies in Africa 
and the Caribbean will be looked at closely. 

Fi-ank Taylor 

HS 332 Anglo-Saxon England (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 ' 

We will study England from the time when 
the last Roman troops pulled out of Britain up 
through the Norman Conquest. In this six hun- 
dred year period England witnessed Germanic 
settlement, Viking raids, and a transformation 
from a land of a dozen petty kingdoms to a single, 
powerful state. The course will concentrate on the 
following themes: the peopling of England, the 
conversion of the Germanic barbarians to Chris- 
tianity, the growth of hegemonic kingship, unifi- 
cation, kinship and lordship, and high culture and 
low cultured. Robin Fleming 

HS 337 Late Roman Empire (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course covers the following topics: the 
reforms of Diocletian, the Germanic invasions, 
the expansion of Islam, the reign ofjustinian and 
Theodora, the rise and function of the holy man, 
and the theological controversies of the 4th and 
5th centuries. One central theme is explored- 
namely the transformation of the Roman Empire 
into a Christian state with its capital transferred 
from Rome to Constantinople. John Rosser 

HS 363 Modern India I: India Under the British 
(F:3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course is designed as an historical sur- 
vey of British rule in India, from the take-over of 
India by the British Crown in 1858 to Indian in- 
dependence in 1947. We will look at British co- 



lonial policy as well as at various responses to 
colonial rule in India, including the social and 
religious reform movements, peasant and anti- 
caste movements, the women's movement and the 
nationalist movement. We will also focus on the 
alternative to the Raj offered by the Indian nation- 
alist movement that, especially under the leader- 
ship of M. K. Gandhi, had come to encompass the 
interests of the various other movements. 

Mrinalini Sinha 

HS 364 Modern India II: India After 
Independence (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course focuses on the developments in 
the Indian nation after 1947. It begins with an 
evaluation of the ideological foundations of the 
modern Indian state and its ability to deal with the 
many challenges to its legitimacy. In this context 
we will study the threats posed by various regional 
and secessionist movements, the resurgence of 
virulent communal or religious ideologies and the 
increase in violence against backward castes and 
groups and against women. We will also exam- 
ine the vitality of social movements in India, most 
notably Dalit (backward caste) and peasant move- 
ments that are addressing a wide range of issues 
from economic and political empowerment to 
gender, caste and environmental issues. 

Mrinalini Sinha 

HS 365 Spanish Society in the Golden Age(S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course will examine Spanish society in 
the Golden Age (sixteenth-seventeenth centu- 
ries). Topics to be treated include the following: 
the Spanish Inquisition, the class structure, the 
position of minorities and social outcasts, the role 
of women, the church and popular religion, high 
and low culture, the problems of the conquest and 
settlement of the New World, etc. 

Ellen Friedman 

HS 373 (BK 373) Slave Societies in the 
Caribbean and Latin America (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

It has been estimated that over 90 percent of 
the slaves imported into the Americas during the 
era of the Atlantic slave trade were brought into 
two portions of this hemisphere-the Caribbean 
Islands and South America. The Caribbean Is- 
lands were said to have received 42.2 percent of 
the total slave imports and South America 49.1 
percent. Among the topics covered are the rise 
and fall of slavery, the economics of slave trading, 
slave demography, patterns of slave life, slave laws, 
slave resistance, slave culture, social structure 
during slavery and the roles of the freed people. 
The compass of the course embraces a variety of 
English, French, Portuguese, Spanish, and Dutch 
speaking countries. The approach taken is a com- 
parative one. Frank F. Taylor 

HS 397 A History of Sport in America (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course is a look at recreation, leisure and 
sport as a way of life in America and as an inte- 
gral part of the total society. Ranging from urban 
immigrant settlement house basketball in the 
early 1 90()'s to present-day Holy War-BC-Notre 



Dame football-emphasis is placed on class struc- 
ture in athletics, the issue of race, monetary up- 
ward mobility, sport and the city, the nation's love 
affair with heroes, and more recently with hero- 
ines, and gender issues. Andrew Buni 

HS 401 (TH 444) The Reformation (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course will explore the religious and so- 
cial history of the Protestant and Catholic Ref- 
ormations. We shall examine in detail the major 
theological and ecclesiological questions of the 
sixteenth century. How is a human being saved? 
What is the proper relationship between person 
and God? What is the status of earthly life in re- 
lation to eternal, heavenly life? How should hu- 
man beings organize their knowledge and wor- 
ship of God, their administration of the spiritual 
life? We shall consider these questions by focus- 
ing on the ideas and activities of Erasmus, Luther, 
Calvin, Ignatius Loyola, and Teresa of Avila. We 
will also consider in some depth the impact of the 
Reformation on local religious life. 

Virginia Reinburg 

HS 422 Modern England (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

After a look at the medieval background, the 
course will deal with the period from 1485 to the 
present. Emphasis will be mainly on political and 
constitutional history, but with attention to social 
and intellectual developments as well, and to the 
British Empire of the 19th-20th centuries and 
British influence on the world at large. 

Thomas W. Perry 

HS 439 (EN 51 1) Images of Independence (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course will examine the social and politi- 
cal changes of the past revolutionary period in 
Ireland and their effects upon the intellectual and 
cultural life of the nation through an examination 
of the literary heirs of the revolution. Team 
taught with the English department. 

Kevin O'Neill 
Adele Dalsimer 

HS 441-442 Rise of Modern Germany 
(F: 3-S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This is a two-semester upper-division elec- 
tive, designed for students who already have a 
general familiarity with European history and 
who desire an intensive examination of the prob- 
lems surrounding the emergence of modern Ger- 
many, especially as seen by recent scholars. Al- 
though the course is open to all students who have 
completed the Core History program, it is par- 
ticularly recommended for history, political sci- 
ence, and German majors. Students are urged to 
enroll in both semesters of this course, although 
this is not required, and some seats will probably 
be available in the spring for students who wish 
to elect only the second half (Germany since 
1919). However, students who desire an in-depth 
analysis primarily centered on Nazi Germany are 
advised to select HS 143 (Adolf Hitler and the 
Third Reich) which is offered in alternate years. 

John Heineman 



College of Arts & Sciences • History • 65 



HS 453 Russian History up to the Revolution 

(F:3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This is a study of the major cultural and so- 
cial developments in Russia from the formation 
of the first Russian state to the Bolshevik Revo- 
lution of 1917. Special emphasis will be placed 
upon recent research concerning select problems 
in the field of Russian history. 

Raymond McNally 

HS 454 Twentieth-Century Russia (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course is a survey of Russian history from 
the revolutions of 1905 and 1917 to the present 
day. Topics covered include the Old Regime, the 
revolutionary movement, the Revolution and the 
Civil War, the NEP, the power struggle after 
Lenin's death, the Stalin revolution, industrializa- 
tion, urbanization, collectivization, political ter- 
ror, World War II, the Cold War, Khrushchev 
and de-Stalinization, Brezhnev, the restructuring 
of the Soviet system under Mikhail Gorbachev, 
the August 1991 coup d'etat, Boris Yeltsin, the 
end of the Soviet period, and the ensuring and 
continuing crisis. Roberta Manning 

HS 461 Revolutionary Europe (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 Alan Reinerman 

HS 487 France in the Twentieth Century (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

The focus of the course will center upon twen- 
tieth-century France's changing perception of her 
own national requirements, both domestically and 
diplomatically. The profound impact of World 
War I, the disarray of the interwar years, the im- 
pact of the Fall of France, Vichy, and die Libera- 
tion will prepare the way for the study of contem- 
porary France from De Gaulle to Mitterand, from 
declining world power to dynamic European 
Community member. Rev. Francis Murphy 

HS 493 Latin-America Elective (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 The Department 

HS 500 International Studies: Humanities 
Seminar (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

A cross-cultural and interdisciplinary over- 
view of how language and literature, religion and 
ideology, history and the fine arts shape human 
interaction across political and national bound- 
aries. The course is intended as the coordinating 
seminar for students minoring in International 
Studies who are interested in topics that are pri- 
marily non-governmental and non-economic. 

David Northrup 

HS 539-540 History of American Women 
(F: 3-S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course will introduce students to themes 
in social history of American women. We will pay 
particular attention to the diversity of women's 
experiences, and the ways in which class, race, 
ethnicity, and gender have informed women's 



lives. The course explores the history of Ameri- 
can women in the twentieth century. 

Sherri Broder 

HS 541-542 U. S. Social History (F: 3-S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 The Department 

HS 543 Social Movements/U.S. Since 1890 

(F:3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This seminar will analyze the history and lit- 
erature of several American social protest move- 
ments, choosing from among the following: 
agrarian protest, the labor movement, anti-impe- 
rialist and peace movements, the civil rights 
movement, the women's movement, socialist and 
Communist organizing. The Department 

HS 545-546 American Ideas and Institutions 
(F: 3-S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

A history of thought as it has developed within 
the framework of American society. The course 
will compare ideas of several distinct kinds: those 
which have expressed the prevailing ways of each 
period; those which have offered alternatives; and 
those which have sought artistically to mirror 
dreams and realities. Alan Lawson 

HS 624 Undergraduate Colloquium: Culture 
and Communism in Eastern Europe (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

This course considers the impact and signifi- 
cance of communism in the twentieth-century for 
intellectual and cultural life in Eastern Europe. 
With particular attention to Poland, Czechoslo- 
vakia, and Yugoslavia, readings will include the 
works of such writers and intellectuals as Mikosz, 
Kolakowski, and Michnik; Havel, Kundera, and 
Skvorecky; Andric, Djilas, and Kis. Issues ad- 
dressed will include the cultural significance of 
communism for nationalism and religious iden- 
tity, as well as literary and artistic life in Eastern 
Europe. Lawrence Wolff 

HS 631 Colloquium: Roman History (F: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 ' 

This course introduces the grand tradition of 
Roman historical writing, from Tacitus and Dio 
Cassius to Procopius. The course ends with dis- 
cussions on the influence of the tradition on 
Shakespeare, Machiavelli, and Edward Gibbon. 
Gibbon's The Decline and Fall of the Roman Fm- 
pire will be our constant companion throughout. 
Its major theme-the alleged "triumph of barbar- 
ism and religion"-is something we will want to 
explore. John Rosser 

HS 671 Postmodernism (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

The course will examine the recent entrance 
into American cultural life of certain ideas chal- 
lenging established beliefs about mind and behav- 
ior. We will first examine the origins of 
postmodernism in the critiques of several French 
intellectuals, including Michel Foucault, Jacques 
Derrida, Jacques Lacan, Jean-Francois Lyotard. 



An understanding of those dynamic beginnings 
should equip us to answer important questions 
posed by the situation. Some of those questions 
include the following: How did French theory 
adapt to intellectual and professional needs in 
America; how has American postmodernism com- 
pared; what effect has this theorizing had upon 
historians; what role has postmodernism played 
in concurrent debates over multi-culturalism and 
political correctness? Paid Breines 

Alan Lawson 

HS 691-692 Honors Project and Thesis 
(F: 3-S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

Proposals should be submitted, accompanied 
by a supporting letter from the directing faculty 
member to the Chairperson of the departmental 
Honors Committee no later than April 1 . All pro- 
posals for honors projects must be approved by 
that committee. Completed honors theses are due 
in April of the senior year. The Department 

HS 695-696 Scholar of the College Project 
(F: 6-S: 3) 

Prerequisites: Any two semesters of H.S 001 
through HS 094 

Proposals for possible designation as scholar's 
projects should be submitted to the Director of 
Undergraduate Studies early in the spring. De- 
tails of dates and required materials are available 
either from the Director's Office or from the of- 
fice of the Dean of Arts and Sciences. All propos- 
als must be approved by the Director and the 
Departmental Honors Committee. 

The Department 

HS 698 Scholar of the College Thesis (S: 3) 

Prerequisites: Any two semesters of HS 001 
through HS 094 

Students who are enrolled in an approved 
Scholar of the College Project (HS 695-696) will 
cany this course as the credit vehicle for the final 
thesis submitted to the Department in comple- 
tion of that project. This course is open only to 
students who have been designated as candidates 
for the title of Scholar of the College. 

The Department 



66 • College of Arts & Sciences • Honors Program 



Honors Program 



Director: Joseph Appleyard, S.J., Gasson 102 

HP 001-004; 031-034 Western Cultural 
Tradition l-VIII (F: 6-5: 6) 

All students in the Honors Program are required 
to take Western Cultural Tradition I-IV (HP 
001-HP 004) as freshmen and Western Cultural 
Tradition V-VUI (HP 03 1-034) as sophomores. 
These are two three-credit courses each semes- 
ter (a total of 24 credits), and they substitute for 
the normal Core requirements in Theology, Phi- 
losophy, English, and (for non-majors) Social 
Science. They are open only to students (about 
nine percent of the freshman class in A&S) who 
have been selected by the Director in collabora- 
tion with the Office of Admission. All have been 
contacted by letter during the summer with in- 
structions on registration. 

Advanced Honors Seminars 1994-95 

HP 103 Women: Twentieth-Century Theory and 
the Western Cultural Tradition (S: 3) 

Mary Joe Hughes 



HP 110 Literature and Medicine: The Human 
Experience (F: 3) 

David Hatem 

HP 1 1 5 Mathematics in the Western Cultural 
Tradition (S: 3) 

Robert Gross 

HP 129 Law, Medicine, Public Policy (S: 3) 

John Paris, S.J. 

HP 131 Plato's Republic (F: 3) 

David Botwinik 

HP 133 Twentieth Century and Tradition I (F: 3) 

J. Appleyard, S.J. 

HP 134 Twentieth Century and Tradition II (S: 3) 

J. Appleyard, S.J. 

HP 1 35 Images of the Other (F: 3) 

John Michalczyk 

HP 136 The Individual in the Age of 
Organizations (F: 3) 

J. Joseph Burns 



HP 137 Perspectives on Hinduism (F: 3) 

Francis Clooney, S.J. 
HP 138 The Theater of Berthold Brecht (S: 3) 

Stuart Hecht 

HP 1 39 The Developing World: Its Culture and 
People (S: 3) 

Ted Dziak, S.J. 

Note: Usually Honors Program seminars are re- 
stricted to students in the Honors Program. Other 
students interested in taking these courses should 
s<ie the Director for permission. 

HP 199 Readings and Research (F, S: 3) 
HP 299 Senior Honors Thesis (F: 3-S: 3) 
HP 399 Scholar of the College (F: 6-S: 6) 



Linguistics 



The description of the major program in General 
Linguistics appears under the Department of Slavic 
and Eastern Languages. 



Mathematics 



FACULTY 

Stanley J. Bezuszka, S.J., Professor Emeritus; 
A.B., AM., M.S. Boston College; S.T.L., 
Weston College; Ph.D., Brown University 

Joseph A. Sullivan, Professor Emeritus; A.B. 
Boston College; M.S. Massachusetts Institute 
of Technology; Ph.D., Indiana University 

John F. Caulfield, S.J., Assistant Professor 
Emeritus; A.B., A.M. Boston College; S.T.L., 
Weston College 

Joseph F. Krebs, Assistant Professor Emeritus; 
A.B., A.M. Boston College 

Robert J. Leblanc, Assistant Professor Emeritus; 
A.B., A.M. Boston College 

Jenny A. Baglivo, Professor; B.A., Fordham 
University, M.A., M.S., Ph.D., Syracuse Uni- 
versity 

Gerald G. Bilodeau, Professor; A.B., University 
of Maine; A.M., Ph.D., Harvard University 

Richard L. Faber, Professor; B.S., Massachu- 
setts Institute of Technology; A.M., Ph.D., 
Brandeis University 



Margaret J. Kenney, Professor; B.S., M.A. Bos- 
ton College; Ph.D., Boston University 

John H. Smith, Professor; A.B., Cornell Uni- 
versity; Ph.D., Massachusetts Institute of Tech- 
nology 

Paul R. Thie, Professor; B.S., Canisius College; 
Ph.D., University of Notre Dame 

Robert J. Bond, Associate Professor; A.B., Bos- 
ton College; Ph.D., Brown University 

Daniel W. Chambers, Associate Professor; A.M., 
Ph.D., University of Maryland 

Robert H. Gross, Associate Professor; A.B., 
Princeton University; Ph.D., Massachusetts In- 
stitute of Technology 

Richard A. Jenson, Associate Professor; A.B., 
Dartmouth College; A.M., Ph.D., University of 
Illinois at Chicago Circle 

William J. Keane, Associate Professor; Chairper- 
son of the Department; A.B., Boston College; 
M.S., Ph.D., University of Notre Dame 

Gerard E. Keough, Associate Professor; A.B., 
Boston College; Ph.D., Indiana University . 



Charles Landraitis, Associate Professor; A.B., 
Wesleyan University; M.S., University of 
Pennsylvania; A.M., Ph.D., Dartmouth College 

Harvey R. Margolis, Associate Professor; M.S., 
Ph.D., University of Chicago 

G. Robert Meyerhoff, Associate Professor; A.B., 
Brown University; Ph.D., Princeton University 

Rennie Mirollo, Associate Professor; B.A., Co- 
lumbia College; Ph.D., Harvard University 

Nancy E. Rallis, Associate Professor; A.B., Vassar 
College; M.A., Ph.D., Indiana University 

Ned I. Rosen, Associate Professor; B.S., Tufts 
University; M.A., Ph.D., University of Michi- 
gan 

John P. Shanahan, Associate Professor; B.S., 
M.S., University College, Galway; Ph.D., Johns 
Hopkins University 

C.K. Cheung, Assistant Professor; B.Sc, Uni- 
versity of HongKong; Ph.D., University of 
California 



College of Arts & Sciences • Mathematics • 67 



PROGRAM DESCRIPTION FOR MAJORS 

The mathematics program for majors is designed 
to provide a solid foundation in the main areas of 
mathematics and mathematical applications. 
Course work is offered in preparation for careers 
in mathematics as well as for graduate study in 
pure and applied mathematics, computer science, 
operations research, and quantitative business 
management. 

The student should become familiar with the 
requirements for the major as listed below and 
consult with an advisor in the Department to plan 
a program of study. In order to fully appreciate 
the role of mathematics in other disciplines, the 
Mathematics Department strongly recommends 
that the major supplement his or her program of 
study with courses in another discipline where 
mathematics plays an important role. Such 
courses can be found in the Department of Phys- 
ics and elsewhere in the natural and social sci- 
ences. 

The following are the requirements for the 
major: 

Classes of 1995 and 1996: 

• MT 102-103, Calculus (Math/Science Majors) 

I, II 

• MT 202, Multivariate Calculus 

• MT 063, Mathematical Analysis and the Com- 
puter 

• MT 216, Algebraic Structures 

• MT 2 1 7, Linear Algebra 

• MT 302, Introduction to Analysis 

• Four MT electives numbered between 400 and 
499 or above 800. At least one of the following 
must be included in the three electives: MT 430, 
MT 435, MT 445, MT 451, MT 816, MT 840, 
MT 860. 

Note: MT 203 Multivariate Calculus II (no 

longer offered) may be substituted for one of these 

electives. 

•A grade point average of at least 1 .67 in courses 

fulfilling the major. 

Classes of 1997 and 1998: 

• MT 102-103, Calculus (Math/Science Majors) 
I, II 

• MT 202, Multivariate Calculus 

• MT 063, Mathematical Analysis and the Com- 
puter 

• MT 2 16, Algebraic Concepts 
•MT 2 17, Linear Algebra 

• MT 301, Introduction to Abstract Algebra (To 
be offered 1995-96) 

• MT 302, Introduction to Analysis 

• Three MT electives numbered between 400 and 
499 or above 800. 

•A grade point average of at least 1 .67 in courses 
fulfilling the major. 

Well-prepared students may omit some of 
these courses and be placed directly into the more 
advanced courses upon the recommendation of 
the Chairperson. However, students placing out 
of one or more courses are required to substitute 
MT electives (between 400 and 499, or above 800) 
for those omitted. 

Departmental Honors 

The Department offers to qualified mathematics 
majors the opportunity to graduate with Depart- 
mental Honors. The requirements are as follows: 



Classes of 1995 and 1996: 

• MT 102-103, Calculus (Math/Science Majors) 

I, II 

• MT 202, Multivariate Calculus 

• MT 063, Mathematical Analysis and the Com- 
puter 

• MT 312-313, Introduction to Analysis (Hon- 
ors) I, II 

• MT 3 16, Algebraic Structures (Honors) 

• MT 317, Linear Algebra (Honors) 

• Seven MT electives numbered 400 or above. At 
least two of these electives must be from among 
MT 814-815, MT 816-817, MT 840-841, and 
MT 860-861, at least one from among MT 430, 
MT 435, MT 445, MT 451, MT 816, MT 840, 
and MT 860, and at least three must be non-com- 
puter courses (not among the courses MT 500- 
599) 

Note: MT 203 Multivariate Calculus II (no 
longer offered) may be substituted for one of these 
electives. 

• MT 694-695 Honors Seminar I, II 

•A grade point average of at least 1.67 in courses 
fulfilling the major. 

•A grade point average of at least 3.0 in MT 
courses numbered 300 and above. 
Classes of 1997 and 1998: 

• MT 102-103, Calculus (Math/Science Majors) 

I, II 

• MT 202, Multivariate Calculus 

• MT 063, Mathematical Analysis and the Com- 
puter 

• MT 301, Introduction to Abstract Algebra (To 
be offered 1995-96) or 

• MT 816, Modern Algebra I 

• MT 312-313, Introduction to Analysis (Hon- 
ors) I, II 

• MT 3 16, Algebraic Concepts (Honors) 

• MT 317, Linear Algebra (Honors) 

• Six MT electives numbered 400 or above. At 
least two of these electives must be from among 
MT 814-815, MT 816-817, MT 840-841, and 
MT 860-861, and at least three must be non- 
computer courses (not among the courses MT 
500-599) 

• MT 694-695, Honors Seminar I, II 

•A grade point average of at least 1.67 in courses 
fulfilling the major. 

•A grade point average of at least 3.0 in MT 
courses numbered 300 and above. 

COURSE OFFERINGS 

Non-Core Courses 

These courses do not satisfy the University Core 
requirement in Mathematics. They are intended 
either to remove a deficiency in the student's 
mathematical background in preparation for fur- 
ther courses, or as enrichment in an area related 
to mathematics. 

MT 010 Pre Calculus Mathematics (F, S: 3) 

This is a one-semester course designed for stu- 
dents who wish to take an introductory calculus 
course, especially MT 100, but have a deficient 
background in high school mathematics. Other 
students should proceed directly to the appropri- 
ate calculus course. Topics include functions and 
graphs, exponential and logarithmic functions, 
and trigonometry. 



MT 390 (MC 1 74) Introductory Topics in 
Computer Science (S: 3) 

This is a survey of computer science, intended pri- 
marily for non-majors. Topics include the history 
of computing, data representation and manipu- 
lation, computer hardware and organization, the 
fundamentals of programming, and artificial in- 
telligence. This is a hands-on course, with regu- 
lar laboratory exercises on the Apple Macintosh 
computer. 

Core Courses 

These courses do satisfy the University Core re- 
quirement in Mathematics. Included are general 
non-calculus courses for students in the humani- 
ties, social sciences, School of Education, and 
School of Nursing; specialized non-calculus 
courses; terminal calculus courses; and continu- 
ing calculus courses, from which students may 
proceed to further study. 

General Non-Calculus Courses 

MT 004 Finite Probability and Applications 

(F:3) 

This course, for students in the humanities, the 
social sciences, School of Education and School 
of Nursing, is an introduction to finite combina- 
torics and probability, emphasizing applications. 
Topics include finite sets and partitions, enumera- 
tion, probability, expectation, and random vari- 
ables. 

MT 005 Linear Mathematics and Applications 

(S:3) 

This is an introduction to linear methods and 
their applications. Topics include systems of 
equations, matrices, modeling, linear program- 
ming, and Markov chains. 

MT 006 Ideas in Mathematics (Fall Topics) (F: 3) 

MT 007 Ideas in Mathematics (Spring Topics) 

(S:3) 

These independent, one-semester courses are de- 
signed to introduce the student to the spirit, 
beauty, and vitality of mathematics. They empha- 
size the development of ideas rather than prob- 
lem solving skills. Topics vary, but are typically 
chosen from diverse areas such as geometry, num- 
ber theory, computation, and graph theory. Dif- 
ferent topics are covered in the fall and spring 
semesters; interested students may take both in a 
given year, while students desiring only one 
course may elect either. 

Specialized Non-Calculus Courses 

MT 1 72 Finite Mathematics for Management 
Science (F, S: 3) 

This is a survey of applied finite mathematical 
techniques useful for management students. Top- 
ics include rules of summation, linear systems and 
inequalities, linear programming (graphical solu- 
tion), fundamentals of vector and matrix algebra, 
set theory, elementary probability theory, and the 
applications of these topics in business and eco- 
nomics. 

Not open to students who have completed 
MT 005. 

MT 190-191 Fundamentals of Mathematics I, II 
(F: 3-S: 3) 

This course has been designed for those who plan 
to teach mathematics in grades K-9. The empha- 
sis is on the content of mathematics in the emerg- 



68 • College of Arts & Sciences • Mathematics 



ing K-9 curriculum and its interface with current 
major issues in mathematics education — problem 
solving and technology. Topics to be covered 
include the real number system — with motiva- 
tional activities and applications, functions and 
their graphs, problem solving with calculators and 
computers, and elements of probability and sta- 
tistics. 

Terminal Calculus Courses 

MT 020 Survey of Calculus (F, S: 3) 

This is an overview of differential and integral cal- 
culus for students in the liberal arts, emphasizing 
fundamental concepts, historical development, 
and practical applications. Students who may wish 
to go on in calculus should elect another course. 
Not open to students who have completed a cal- 
culus course at the secondary school or college 
level. 

MT 1 73 Calculus for Management Sciences 
(F, S: 3) 

This is an overview of differential and integral cal- 
culus for students in the School of Management, 
emphasizing applications to business and eco- 
nomics. Students who may wish to go on in cal- 
culus should elect another course. Not open to 
students who have completed a calculus course at 
the secondary school or college level. 

Continuing Calculus Courses 

MT 100-101 Calculus I, II (F: 3-S: 3) 

Prerequisite: Trigonometry 

This is a course sequence in the calculus of one 
variable intended for biology, computer science, 
economics, and premedical students, but open to 
all who are qualified. Topics include limits, de- 
rivatives, integrals, transcendental functions, tech- 
niques of integration, and applications. MT 100 
is not open to students who have completed a 
calculus course at the college level. 

MT 102-103 Calculus (Math/Science Majors) I, 
II (F: 4-F, S: 4) 

Prerequisite: Trigonometry 

This course sequence is for students majoring 
in mathematics, chemistry, geology, geophysics, 
or physics. Topics covered include the algebraic 
and analytic properties of the real number system, 
functions, limits, derivatives, integrals, applica- 
tions of the derivative and integral, and sequences 
and infinite series. All 102 is not open to students 
who have completed a calculus course at the col- 
lege level. 

Undergraduate Electives 

These courses are usually taken after completing 
one or more continuing Core courses, and they 
are primarily intended for mathematics majors, 
science majors, and students in the professional 
schools that are interested in mathematics. 

MT 200-201 Intermediate Calculus I, II 
(F, S: 3-S: 3) 

Prerequisite: MT 100-101 

Topics include vectors and analytic geometry 
of three dimensions, partial differentiation and 
multiple integration with applications, sequences 
and series and an introduction to differentia] 
equations. 



MT 202 Multivariate Calculus (F, S: 4) 

Prerequisite: MT 102-103 

This course is for students majoring in math- 
ematics, chemistry, geology, geophysics, or phys- 
ics. Topics include vectors in two and three di- 
mensions, analytic geometry of three dimensions, 
curves and surfaces, partial derivatives, and mul- 
tiple integrals. 

MT 063 Mathematical Analysis and the 
Computer (F, S: 3) 

This course is intended to give the mathematics 
major an introduction to computers and program- 
ming and to demonstrate the use of the computer 
in solving mathematical problems. In addition, it 
is intended to enhance and supplement the cal- 
culus courses for mathematics majors by using the 
computer to illustrate theoretical concepts and to 
present additional theory and applications. 
Theory and applications will involve areas se- 
lected from the following: numerical calculus, 
number theory, discrete mathematics, computer 
science, and probability theory. 

MT 216 Algebraic Structures (F: 3) 

This course is designed to develop the student's 
ability to do abstract mathematics through the 
presentation and development of the basic notions 
of logic and proof. Topics include elementary set 
theory, mappings, the integers, rings, the complex 
numbers, and polynomials. 

MT 217 Linear Algebra (S: 3) 

This course is a rigorous introduction to the ba- 
sic concepts of linear algebra that includes the 
following: vector spaces, basis and dimension, 
systems of linear equations, linear transforma- 
tions, matrices, eigenvalues, and inner product 
spaces. 

MT 243 Foundations of Discrete Mathematics 

(F:3) 

Prerequisite: One year of college mathematics 

This course, intended primarily for computer 
science majors, introduces students to the funda- 
mental notions of discrete mathematics. The 
rudiments of set theory and mathematical reason- 
ing will be studied. The student will become 
conversant with both the language and methods 
of proof employed in discrete mathematics. 
Mathematical structures to be covered include 
orderings, matrices, and Boolean algebras. 

MT 244 Discrete Structures and Applications 
(S:3) 

Prerequisite: MT 243 or MT 2 16 

The objective of this course is to develop pro- 
ficiency in solving discrete mathematics problems 
in the areas of enumeration, finite probability, and 
graph theory. Topics include permutations, com- 
binations, counting methods such as the pigeon- 
hole principle and the inclusion-exclusion prin- 
ciple, finite probability theory, graph theory, and 
possibly recurrence relations and generating func- 
tions. Not open to students who have completed 
MT445. 

MT 290 Number Theory for Teachers (F: 3) 

Prerequisite: MT 190-191 

This course is intended to focus on the wealth 
of topics that relate specifically to the natural 
numbers. These will be treated as motivational 
problems to he used in an activity-oriented ap- 
proach to mathematics in grades K-9. The course 



will demonstrate effective ways to use the calcu- 
lator and computer in mathematics education. 
Topics include prime number facts and conjec- 
tures, magic squares, Pascal's triangle, Fibonacci 
numbers, modular arithmetic, and mathematical 
art. 

MT 291 Geometry for Teachers (S: 3) 

Prerequisite: MT 190-191 

This course is intended to fill a basic need of 
all teachers of grades K-9. Geometry now occu- 
pies a significant role in the elementary math- 
ematics curriculum. The course will treat content 
but ideas for presenting geometry as an activity- 
based program will be stressed. Topics to be cov- 
ered include the geoboard and other key 
manipulatives, elements of motion and Euclidean 
geometry, and suggestions for using Logo as a 
tool to enhance teaching geometry. 

MT 302 Introduction to Analysis (F: 3) 

Prerequisites: MT 202 and either MT 2 16 or MT 
316 

The purpose of this course is to give students 
the theoretical foundations for the topics taught 
inMT 102-103. It will cover algebraic and order 
properties of the real numbers, the least upper 
bound axiom, limits, continuity, differentiation, 
the Riemann integral, sequences, and series. Defi- 
nitions and proofs will be stressed throughout the 
course. 

MT 305 Advanced Calculus (Science Majors) 

(S:4) 

Prerequisite: MT 201 or MT 202 

Topics include the following: linear second 
order differential equations, series solutions of 
differential equations including Bessel functions 
and Legendre polynomials, solutions of the dif- 
fusion and wave equations in several dimensions, 
the basic properties of the Laplace transform with 
applications. 

MT 312-313 Introduction to Analysis (Honors) 
I, II (F: 3-S: 3) 

Prerequisites: MT 202 and MT 3 16 

This course is a two-semester honors version 
of MT 302, covering the same topics in more 
depth and with additional topics in the second 
semester such as metric spaces and the Lebesgue 
integral. 

MT 316 Algebraic Structures (Honors) (F: 3) 

This course is an honors version of MT 2 16, with 
similar content. 

MT 31 7 Linear Algebra (Honors) (S: 3) 

This course is an honors version of MT 217, with 
similar content. 

Mathematics Major Electives 

These courses are primarily taken to fulfill the 
elective requirements of the mathematics major. 

MT 410 Differential Equations (F: 3) 

Prerequisites: MT 202 and either MT 2 1 7 or MT 
317 

This course is a junior-senior elective in- 
tended primarily for the general student who is 
interested in seeing applications of mathematics. 
Among the topics covered will be the following: 
first order linear equations, second order linear 
equations, general nth order equations with con- 
stant coefficients, series solutions, special func- 
tions. 



College of Arts & Sciences • Mathematics • 69 



MT 414 Numerical Analysis (S: 3) 
Prerequisite: MT 201 or MT 202 and MT 063 

Topics include the solution of linear and non- 
linear algebraic equations, interpolation, numeri- 
cal differentiation and integration, numerical so- 
lution of ordinary differential equations, approxi- 
mation theory. 

MT 420 Probability and Statistics (S: 3) 

Prerequisite: MT 201 or MT 202 

This course is introductory but assumes a cal- 
culus background. It is open to any mathematics 
or science major who has not taken MT 426. Its 
purpose is to provide an overview of the basic 
concepts of probability and statistics and their 
applications. Topics include probability functions 
over discrete and continuous sample spaces, in- 
dependence and conditional probabilities, ran- 
dom variables and their distributions, sampling 
theory, the central limit theorem, expectation, 
confidence intervals and estimation, hypothesis 
testing. 

MT 426 Probability (F: 3) 

Prerequisite: MT 202 

This is a general introduction to modern 
probability theory. Topics studied include prob- 
ability spaces, distributions of functions of ran- 
dom variables, weak law of large numbers, cen- 
tra! limit theorems, and conditional distributions. 

MT 427 Mathematical Statistics (S: 3) 

Prerequisite: MT 426 

Topics studied include the following: sam- 
pling distributions, introduction to decision 
theory, parametric point and interval estimation, 
hypothesis testing and introduction to Bayesian 
statistics. 

MT 430 Introduction to Number Theory (S: 3) 

Prerequisite: MT 2 16 or AIT 3 16 

Topics covered include divisibility, unique 
factorization, congruences, number-theoretic 
functions, primitive roots, diophantine equations, 
continued fractions, quadratic residues, and the 
distribution of primes. An attempt will be made 
to provide historical background for various prob- 
lems and to provide examples useful in the sec- 
ondary school curriculum. 

MT 435-436 Mathematical Programming I, II 
(F: 3-S: 3) 

By providing an introduction to the theory, tech- 
niques, and applications of mathematical pro- 
gramming, this course demonstrates how math- 
ematical theory can be developed and applied to 
solve problems from management, economics, 
and the social sciences. Topics studied from lin- 
ear programming include a general discussion of 
linear optimization models, the theory and devel- 
opment of the simplex algorithm, degeneracy, 
duality, sensitivity analysis, and the dual simplex 
algorithm. Integer programming problems, and 
the transportation and assignment problems are 
considered, and algorithms are developed for their 
resolution. Other topics are drawn from game 
theory, dynamic programming, Markov decision 
processes (with finite and infinite horizons), net- 
work analysis, and non-linear programming. 

MT 440 Dynamical Systems (S: 3) 

This course is an introduction to the theory of 
iterated functions of a single variable. Topics in- 
clude the following: fixed points, periodic points, 



the quadratic family, bifurcations, one and two 
dimensional chaos, fractals, iterated function sys- 
tems, Julia sets, and the Mandelbrot set. 

MT 445 Applied Combinatorics (F: 3) 

Prerequisites: A year of calculus and a course in 
linear algebra, abstract algebra or multivariate 
calculus. 

This is a course in enumeration and graph 
theory. The object of the course is to develop 
proficiency in solving discrete mathematics prob- 
lems. Among the topics covered are the follow- 
ing: counting methods for arrangements and se- 
lections, the pigeonhole principle, the inclusion- 
exclusion principle, generating functions, recur- 
rence relations, graph theory, trees and searching, 
and network algorithms. The problem-solving 
techniques developed apply to the analysis of 
computer systems but most of the problems in the 
course are from recreational mathematics. Not 
open to students who have completed MT 244. 

MT 451 Euclidean and Non-Euclidean 
Geometry (S: 3) 

Prerequisite: MT 2 16 or MT 316 

This course surveys the history and founda- 
tions of geometry from ancient to modern times. 
Topics will be selected from among the follow- 
ing: Mesopotamian and Egyptian mathematics, 
Greek geometry, the axiomatic method, history 
of the parallel postulate, the Lobachevskian plane, 
Hilbert's axioms for Euclidean geometry, ellip- 
tic and projective geometry, the trigonometric 
formulas, models, geometry and the study of 
physical space. 

MT 452 Differential Geometry and Relativity 

Prerequisites: MT 202 and MT 2 1 7 or MT 3 1 7 

An introduction to the differential geometry 
of surfaces and to the special and general theory 
of relativity. Topics include curves in the plane 
and 3-space, the first and second fundamental 
forms of a surface, curvature, geodesies, Rieman- 
nian manifolds, inertial reference frames, the 
postulates of relativity, relativity of simultaneity, 
Lorentz geometry, the equivalence principle, 
gravity as space-time curvature, the field equa- 
tions, the Schwartzschild solutions, the conse- 
quences of Einstein's theory. Not offered 1994-95 

MT 470 Mathematical Modeling (F: 3) 

Prerequisites: MT 202 and MT 2 1 7 or MT 3 1 7 

Mathematical Modeling is the process of ap- 
plying mathematical techniques to resolve prac- 
tical problems. Steps involved include the follow- 
ing: (1) the identification of a particular problem, 
(2) the making of assumptions and the collection 
of data, (3) the formulation of a specific math- 
ematical problem, (4) the resolution of this prob- 
lem, (5) the translation of this solution into a prac- 
tical course of action. Model construction and its 
various components will be demonstrated by 
means of examples and exercises, and students will 
be actively engaged in the modeling process 
through individual and group projects. Special 
modeling techniques as, for example, curve fitting, 
dimension analysis, and simulation, will be dis- 
cussed along with important model types such as, 
optimization problems, queues, and interactive 
dynamic systems. 



MT 480 Mathematics Seminar 

Topics of this one-semester seminar course vary 
from year to year according to the interests of 
faculty and students. With department permission 
it may be repeated. Not offered 1994-95 

MT 499 Readings and Research (F, S: 3) 

This is an independent study course, taken under 
the supervision of a Mathematics Department 
faculty member. Department permission is re- 
quired, and interested students should see the 
Chairperson. 

MT 694-695 Honors Seminar I, II (F: 1-5:1) 

This is a seminar course for students planning to 
graduate with Departmental Honors. Students 
will carry out an independent reading or research 
project in some area of mathematics under the 
supervision of a faculty advisor. The student's 
project will be presented orally in the seminar and 
as a written paper. 

Computer Science Courses 

These courses are offered jointly with the Com- 
puter Science Department of CSOM. For infor- 
mation on programs in this area, see the Com- 
puter Science section of this catalog. 

MT 550 (MC 140) Computer Science I (F, S: 3) 

Prerequisite: Some computer experience or per- 
mission of the instructor 

This course is an introduction to the art and 
science of computer programming and to some 
of the fundamental concepts of computer science. 
Students will write programs in the C language; 
good program design methodology will be 
stressed throughout. There will also be study of 
some basic notions of computer science, includ- 
ing computer systems organization, files, and 
some algorithms of fundamental importance. 

MT 551 (MC 141) Computer Science II (F, S: 3) 

Prerequisite: Computer Science I (MT 550/MC 
140) 

In this course, students will write programs 
that employ more sophisticated and efficient 
means of representing and manipulating informa- 
tion. Part of the course is devoted to a continued 
study of programming, in particular the use of 
linked storage and recursive subprograms. The 
principle emphasis, however, is on the study of the 
fundamental data structures of computer science 
(lists, stacks, queues, trees, etc.) in terms of both 
their abstract properties and their implementa- 
tions in computer programs, and the study of fun- 
damental algorithms for manipulating these struc- 
tures. 

MT 566 Programming Languages 

Prerequisite: Computer Science II (MT 551/MC 
141) 

The course will focus on the essential concepts 
that are common to modern programming lan- 
guages and the run-time behavior of programs 
written in such languages. By understanding these 
concepts and their implementations in the differ- 
ent languages the student will be able to evaluate 
the advantages and disadvantages of a language for 
a given application. Strong programming skills 
are required. Not offered 1994-95 



70 • College of Arts & Sciences • Music 



MT 568 (MC 633) Computer Graphics 

Prerequisite: MC 141/MT 551, or grade of B or 
better in .MC 140/MT 550, or permission of the 
instructor 

This course deals with the important ideas and 
techniques underlying interactive computer 
graphics. We will focus on programming tech- 
niques for manipulating graphical objects quickly 
and efficiently. Not offered 1994-95 

MT 572 (MC 260) Computer Organization and 
Assembly Language (F, S: 3) 

Prerequisite: Computer Science II (MT 551/MC 
141) 

This course is a study of the organization of 
computers at the low level of the processing of 
machine instructions. Topics include the organi- 
zation of the CPU and memory, computer rep- 
resentation of numbers, the instruction execution 
cycle, traps and interrupts, implementations of 
arithmetic operations, complex data structures, 
and subroutine linkage, and the functioning of 
assemblers and linkers. Students will write pro- 
grams in the assembly language of a particular 
computer. 

MT 577 (MC 652) Microcomputer Applications 
Development 

Prerequisite: Computer Science II (MT 55 1/MC 
141) 

This course aids the student in designing and 
implementing user applications on a microcom- 
puter. The microcomputer's hardware configu- 
ration and operating system will be studied. Ap- 
plication development software systems, espe- 
cially those based on object-oriented class librar- 
ies and application frameworks, will be used. User 
interface guidelines for application software will 
also be addressed. Not offered 1994-95 

MT 583 (MC 383) Algorithms (F: 3) 

Prerequisites: Computer Science II (MT 55 1/MC 
141), and either MT 244, MT 420, MT 426, or 
MT445 

This course is a study of algorithms for, 
among other things, sorting, searching, pattern 
matching, and manipulation of graphs and trees. 



Emphasis is placed on the mathematical analysis 
of the time and memory requirements of such 
algorithms and on general techniques for improv- 
ing their performance. 

MT 585 (MC 385) Theory of Computation (S: 3) 

Prerequisites: Computer Science II (MT 55 1/MC 
141), and either Discrete Mathematics, MT 420, 
MT426,orMT445 

This course is an introduction to the theoreti- 
cal foundations of computing, through the study 
of mathematical models of computing machines 
and computational problems. Topics include 
finite-state automata, context-free languages, 
Turing machines, undecidable problems, and 
computational complexity. 

MT 599 Reading and Research in Computer 
Science (F, S: 3) 

Graduate Electives 

These courses are offered in the Master of Arts 
and Master of Science in Teaching programs. 
Undergraduate mathematics majors with strong 
backgrounds, particularly those planning gradu- 
ate study, are urged to consider the courses in this 
category. 

MT 814-815 Theory of Functions of a Complex 
Variable I, II (F: 3-S: 3) 

This course includes the following: differentiation 
and integration of a function of a complex vari- 
able, series expansion, residue theory, entire and 
meromorphic functions, multiple-valued func- 
tions. Riemann surfaces, conformal mapping 
problems. 

MT 816-817 Modern Algebra I, II (F: 3-S: 3) 

Prerequisite: An introductory course in modern or 
linear algebra 

This course will study the basic structures of 
abstract algebra. Topics will include groups, rings, 
ideal theory, unique factorization, homomor- 
phisms, field extensions and possibly Galois 
theory. 



MT 820 Measure and Integration (F: 3) 

Prerequisite: An introductory course in analysis, 
such as MT 3 12-3 1 3 or MT 804-805 

This is a course in the classical theory of func- 
tions of a real variable. Topics include the 
Lebesgue integral, the classical Banach spaces, 
and integration in general measure spaces. 

MT 840-841 Topology I, II (F: 3-S: 3) 

This course is a first course in topology for both 
undergraduate and graduate students. Topology 
is the study of geometric phenomena of a very 
general sort, and as such, topological notions ap- 
pear throughout pure and applied mathematics. 
The first semester is devoted to General or Point- 
Set Topology with emphasis on those topics of 
greatest applicability. The subject will be pre- 
sented in a self-contained and rigorous fashion 
with stress on the underlying geometric insights. 
The content of the second semester varies from 
year to year. It will be an introduction to a spe- 
cialized area of topology; for example algebraic, 
differential or geometric topology. 

MT 860 Mathematical Logic 

This course is a mathematical examination of the 
way mathematics is done and of axiom systems, 
logical inference, and the questions that can (or 
cannot) be resolved by inference from those axi- 
oms. Specific topics will include propositional 
calculus, first order theories, decidability, and 
Godel's Completeness Theorem. Not offered 
1994-95 

MT 861 Foundations of Mathematics 

Prerequisite: An introductory course in math- 
ematical logic or the consent of the instructor 

Topics to be treated in this course will be se- 
lected from one or more of the following areas: 
formal number theory, axiomatic set theory, ef- 
fective computability, and recursive function 
theory. Not offered 1994-95 



M 



u 



FACULTY 

T. Frank Kennedy, S.J., Associate Professor; 
Chairperson of the Department,- B.A., Boston 
College; M.F.A., Tulane University; Diploma 
in Pastoral Theology, University of London; 
Ph.D., University of California 

Thomas Oboe Lee, Associate Professor; B.A., 
University of Pittsburgh; M.M., New England 
Conservator)'; Ph.D., Harvard University 

Jeremiah W. McGrann, Assistant Professor; 
B.A., Austin College; Ph.D., Harvard Univer- 
sity 



PROGRAM DESCRIPTION 

The Department of Music offers courses in West- 
ern and non-Western musics — history, theory, 
composition, and performance to educate both 
listeners and musicians. All students, regardless of 
musical background, are welcome in any course, 
unless a prerequisite or permission of instructor 
is indicated. 

The introductory courses give students a 
broad background in concepts, methods, and rep- 
ertoires from which they may choose more spe- 
cialized courses. Theory and performance courses 
focus on the technical tools of music, with Fun- 
damentals of Music covering the basics as a pre- 
requisite to Tonal Harmony, Jazz Harmony, 
Chromatic Harmony, and Counterpoint, as well 
as Instrumentation, Analysis, and the Seminar in 
Composition. Credit for performance is offered 
through Individual Instruction, Orchestra Prac- 
ticum, Voice for Performance, and Improvisation, 



which are one-credit courses to be taken for three 
semesters in order to count for a full course credit. 
Individual Instrumental Instruction, either credit 
or non-credit, and Voice for Performance both 
require an extra fee. 

In addition, several free, non-credit perfor- 
mance courses offer instruction and/or coaching 
in various instruments and ensembles. 

The Major in Music 

A music major within a liberal arts framework is 
broader than that offered by either a conservatory 
or a school of music. In a liberal arts framework, 
courses offer students historical, theoretical, cul- 
tural and performance perspectives on music. The 
student majoring in music at Boston College may 
find employment in teaching, in communications 
or arts administration, in liturgical music, or may 
major in music simply to provide a firm discipline 
for the mind and a source of lifelong enjoyment. 
Some students may go on to graduate school or a 



College of Arts & Sciences • Music: • 71 



conservatory to become professional performers, 
composers, musicologists, or ethnomusicologists. 
Within the major, all students receive a common 
core of knowledge with a specialization at higher 
levels in such areas as composition, performance, 
music history or cross-cultural studies. 

A grounding not only in the traditional musi- 
cal skills of Western fine-art music but also 
knowledge of music of the twentieth-century, of 
American music, and of the traditions of other 
cultures is considered indispensable, as we ap- 
proach the twenty-first century. 

Required Courses for the Music Major (12 
courses minimum) 

• Optional Introductory Courses: Fundamentals of 
Music Theory (MU 070) may be substituted for 
one of the elecrives, with approval of the Chair- 
person. 

• Theory, Analysis, and Composition Courses (4 
courses total) 

Prerequisite: MU 070 Fundamentals of Music 
Theory, or equivalent 

• Required of all majors: MU 1 10 Harmony; MU 
21 1 Chromatic Harmony; AIL 3 12 Counterpoint 

• Choice of any one of the following: MU 212 
Orchestration; MU 2 1 3 Analysis for Performers; 
Ml 214 Form and Analysis; MU 2 15 Jazz Har- 
mony, Improvisation and Arranging; MU 315 
Composition Seminar 

• Historical Courses (3 courses total) 
Required of all majors: ML' 209 Twentieth-Cen- 
tury Music 

• Choice of any two*: MU 201 Medieval-Renais- 
sance Music; AIL 203 Music of the Baroque;MU 
205 Music of the Classic Era; ML : 207 Music of 
the Romantic Era 

*\\ ith permission of the Chairperson, a composer 
or genre course may be substituted for one of 
these. 

• (Jvss-Cu/tural Courses (2 courses total) 
Required ol all majors, a choice ot one from each 

of the following two groups: 

Croup I: 

MU 301 Introduction to World Music 

MU 302 Music and Ritual 

MU 348 Music of the Middle Fast 

MU 350 Topics in Ethnomusicology 

MU 400 Research and Readings — Fieldwork 
Tutorial 

( froup II: 

AIL' 320 Musics of the Americas 

AIL' 32 1 Rhythm and Blues in American Music 

MU $22 Jazz in America 

MU 330 Irish Traditional Music 

\1L 331 Introduction to Celtic Musics 

• Performance Ensemble Experience (minimum of 
two semesters): Choose from Boston College 
Symphony C )rchestra; Chamber Music Ensemble 
or Flute Choir; University Chorale; Madrigals; or 
other approved singing group; Concert band or 
Jazz band; Popular Styles Ensemble; Irish Tradi- 
tional Fiddling Class; or a folk, rock, or non- 
Western ensemble (by consultation with Chair- 
person). 

• Required Senior Seminar (1 semester): The Se- 
nior Seminar (ML T 405) will ordinarily be open 
only to senior music majors. It will allow them a 
framework for synthesizing their various courses 



into a coherent whole, with special emphasis in 
one of the areas listed above (theory and compo- 
sition, history, cross-cultural, or performance), 
and the seminar serves as preparation for senior 
exams and/or a senior project, with supervised 
reading, research, writing and discussion and/or 
performance. 

• Electives (2 courses): The student will choose a 
minimum of two semester courses in whatever 
category is appropriate to his or her particular 
interest, whether it is music-theory and compo- 
sition, performance, history, or cross-cultural 
studies. 

Students with performance emphasis must 
have three semesters of private instruction for 
credit. The three credits for private instruction 
will be granted only upon completion of the third 
semester of lessons. Students with performance 
emphasis will also fulfill the required two semes- 
ters of ensemble participation. 

• Cumulative Listening Competency: Listening 
based on the Required Repertoire for Listening 
given to all majors at the beginning of sophomore 
year (or whenever the major is declared). Each 
year of the music major (normally three), a short 
list of works will be given the student to be ac- 
quainted with by the end of the year. A listening 
test on these works will be administered until the 
student passes. In addition, all seniors will be ex- 
pected to have passed the minimum competence 
requirements for Ear Training and Sight-Sing- 
ing (MU 08 1-082 are offered to help the student 
meet this requirement) before graduation. 

Honors 

In order to graduate with departmental honors a 
music major must maintain a B+ grade average, 
pass the Ear-Training and Listening Repertoire 
requirements with a high score, and produce a 
final project, recital, or paper deemed worthy of 
honors. 

Recommended Course of Study 

Freshman Year 

Freshmen who feel they may wish to consider 
majoring in music, (or wish to fulfill the Core re- 
quirement in Fine Arts by taking a music course) 
should take MU 005, The Musical Experience or 
MU 066, Introduction to Music. Either of these 
courses is a general introduction to the field and 
its various methodologies, and a student may re- 
ceive retroactive credit for the major if passed with 
a B+ or higher. All students declaring the music 
major should try as freshmen to take or test out 
of Fundamentals of Music Theory, a course cov- 
ering the notation of music and fundamental ear- 
training, or should consider taking it in summer 
school before the commencement of the major. 
Sophomore Year 

Harmony and Chromatic Harmony should be 
taken in sequence. Two history courses in West- 
ern Music (selected from Medieval-Renaissance, 
Baroque Music, Music of the Classical Era, Mu- 
sic of the Romantic Era, Music of the 20th Cen- 
tury, or a composer or genre course) or one his- 
tory course and one cross-cultural course should 
be taken. The first year's required Listening Rep- 
ertoire should be mastered. Some performance 
experience (Orchestra, Chorale, Band, Chamber 
Music, non-Western performance, and/or private 
lessons) should be started and pursued through- 
out the rest of the major. 



Junior Year 

Counterpoint and a choice of Jazz Harmony, 
Improvization and Arranging, Form and Analy- 
sis, Transcription of non-Western Musics, Instru- 
mentation, or Composition and a second or third 
history course and/or a cross-cultural course 
should be taken. The second year of the required 
Listening Repertoire should be mastered. 
Senior Year 

Any advanced courses in the Department relevant 
to the particular emphasis the student has cho- 
sen — performance, composition, history, or 
cross-cultural — and the Senior Seminar, which 
will help the student synthesize previous course- 
work. The final year of the required Listening 
Repertoire should be mastered. 

COURSE OFFERINGS 

Introductory 

MU 005 The Musical Experience (F, S: 3) 

This is an introduction to music in the broadest 
terms possible stressing how one hears and thinks 
about music. We will look at how music is made, 
what it might mean and how it functions in soci- 
ety. The music itself will vary greatly, covering the 
traditional musics of various cultures, pop music, 
and the Western art tradition. Issues addressed are 
the following: what people hear in a symphony, 
what is enjoyable about opera, how to hear a 
movie, and the musical progenitors of rap. 

Jeremiah McGrami 

MU 050 The Boston College Madrigal Singers 
(F, S: 0) 

A mixed-voice singing group that comes together 
to sing repertoire from the 16th to the 20th cen- 
turies. The group performs on campus for vari- 
ous University functions. Laetitia Blain 

MU 066 Introduction to Music (F, S: 3) 

This course will attempt to develop essential and 
critical listening faculties by employing a chrono- 
logical survey of the elements, forms and various 
types of music that the serious listener is exposed 
to today. The principal emphasis of the course will 
be on traditional Western art music from medi- 
eval Gregorian Chant to 20th century electronic 
music, but certain excursions into the world of 
non-Western musics, jazz and American popular 
song will be included to diversify and enrich the 
experience of listening critically to music. 

T. Frank Kennedy, S.J. 

MU 070 Fundamentals of Music Theory (F, S: 3) 

The course objective is to master the fundamen- 
tal vocabulary of tonal music. The subject areas 
covered will be the notation of pitch and rhythm, 
major and minor scales, intervals, triads and el- 
ementary keyboard harmony. This course will 
focus on developing a strong foundation of intel- 
lectual and aural skills. Margaret McAllister 

Performance Courses 

MU 076 The Boston College Symphony 
Orchestra (F, S: 1 ) 

The orchestra gives three full concerts each year 
plus presents the annual Messiah Sing in Decem- 
ber. At various times the orchestra performs with 
the B.C. Chorale and accompanies musical pro- 
ductions in association with the Theater Depart- 
ment. Concert programs provide students with 



72 • College of Arts & Sciences • Music 



wide experiences in the orchestral arts. Recent 
programs have included Brahms' Academic Festi- 
val Overture, Saint-Saens Organ Symphony and 
Beethoven's Triple Concerto featuring faculty so- 
loists. Students vie for solo opportunities in the 
annual Concerto/ Aria Competition offered by the 
orchestra. The BCSO is also committed to pre- 
senting music of our time. Recently the orches- 
tra premiered BC faculty member Thomas Oboe 
Lee's Sinfonietta as well as The Silver Chalice by 
American film giant Franz Waxman. 

Membership is by audition only. From one to 
three credits will be awarded for regular, graded 
participation in the Boston College Symphony 
Orchestra during a student's career at BC. 

Steven Karidoyanes 

MU 077 Chamber Music Ensembles (F, S: 0) 

A non-credit course. Regular participation and 
coaching in chamber ensembles. The course is 
offered without credit, and is open to any quali- 
fied student. It will fulfill the music major require- 
ment for ensemble performance. No fee. 

Sandra Hebeit 

MU 078 Traditional Irish Fiddle Class (F, S: 0) 

A non-credit course. Class and individual instruc- 
tion in the art of Irish fiddle-playing, with oppor- 
tunities to play with instrumental ensembles in 
sessions. Open to any level, no previous experi- 
ence required; violin may be rented at nominal 
cost. No fee. Seamus Connolly 

MU 079 Popular Styles Ensemble (F, S: 0) 

A non-credit course. Regular participation and 
coaching in jazz, rock, and fusion styles in small 
group sessions. Any appropriate instruments are 
welcome. No fee. Eric Kniffen 

Bnue Toijf 

MU 081 Ear Training/Sight-Singing Lab (F, S: 1) 

A twice-weekly opportunity to develop the skills 
of sight-singing and ear-training; for students who 
are taking theory or other music courses or who 
are in singing groups and wish to improve their 
skills. Students will learn to sing melodies on sight 
by drilling scales and intervals. Ear-training will 
focus on melodic, rhythmic and harmonic dicta- 
tion. Highly recommended for students taking 
Fundamentals of Music and Tonal Harmony. 

Michael Burgo 

MU 082 Advanced Ear Training/Sight-Singing 
Lab (F, S: 1 ) 

A continuation of MU 08 1 . Michael Burgo 

MU 083 Introduction to Improvisation (F, S: 1 ) 

Improvisation is a central feature of many West- 
ern musical styles. This course offers students the 
opportunity to learn how to improvise in jazz, 
blues and rock. In a hands-on manner, students 
are introduced to the fundamental concepts of 
improvising. No prior experience is necessary, 
and there is no prerequisite, but you should have 
at least some experience playing an instrument or 
singing. In addition to extensive in-class perfor- 
mance, accompaniment recordings are provided 
for practice outside class. This course may be re- 
peated for credit. Bruce Toijf 



MU 084 Intermediate Improvisation (F, S: 1 ) 

Prerequisites: Introduction to Improvisation or 
permission of instructor and previous or concur- 
rent enrollment in MU 070 

This course focuses, in a hands-on manner, on 
three elements of improvisational skill in jazz, 
blues and rock as it advances from the basic con- 
cepts of improvisation introduced in Introduction 
to Improvisation. The course embraces different 
styles of improvisational music and directs atten- 
tion to recognizing and responding to these styles 
in performance situations. This course may be 
repeated for credit. Bruce Toijf 

MU 085 The Boston College Flute Choir (F, S: 0) 

An ensemble devoted solely to music for multiple 
flutes. Meets once a week with a coach. Public 
performances at B.C. and in the community. 

Maryjo White 

MU 086 Advanced Improvisation (F, S: 1 ) 

Prerequisite: Intermediate Improvisation or per- 
mission of instructor and previous or concurrent 
enrollment in MU 1 10 

This course offers the advanced improvisor 
the opportunity to build higher order skills of im- 
provisation in the jazz and rock idioms. While the 
course entails extensive instruction in music 
theory, the focus is on application of theoretical 
concepts to real-world improvisational contexts. 
The course outlines advanced concepts in 
melody-shaping, form/harmony, and musical 
style. This course may be repeated for credit. 

Bruce Toijf 

MU 087 Tin Whistle (F, S: 0) 

Learn to play the tin whistle, the traditional in- 
strument of Irish folk music. Instruments avail- 
able at nominal cost. Class is free of charge. 

Me'abh Ni Fhuarthain 

MU 096 (BK 290) Gospel Workshop (F, S: 1 ) 

This course is a study and performance of the 
religious music of the Black Experience known as 
Spirituals and Gospels. One major performance 
is given each semester. Concerts and perfor- 
mances at local Black churches are also presented 
with the Voice of Imani Gospel Choir. The Gos- 
pel Workshop will provide the lab experience for 
MU 321 (BK266) and MU 322 (BK285). Mem- 
bers of these classes will be required to attend a 
number of rehearsals and performances of the 
Gospel Workshop. Members of the classes may 
sing in the choir but it is not required for the 
course. No experience is required for member- 
ship, but a voice placement test is given to each 
student. Hubert Walters 

MU 098 Voice for Performance (F, S: 1 ) 

Emphasis is on individual coaching and training 
in developing vocal qualities for performance. 
Tutorial jee required. Laetitia Blaiu 

MU 099 Individual Instrumental/Vocal 
Instruction (F, S: 1 ) 

Weekly private lessons will be awarded a single 
credit with approval of the Department Chairper- 
son. A maximum of six credits may be received lor 
lessons. Lessons must be arranged through the 
Music Department before the end of the drop/add 
period. Tutorial jee required. The Department 



MU 100 Individual Instrumental/Vocal 
Instruction (F, S: 3) 

This course consists of weekly private lessons on 
an instrument or in voice or composition for an 
hour, forty- five minutes or half an hour. Lessons 
must be arranged through the Music Department 
before the end of the drop/add period. Tutorial 
fee required and depends on length of lesson. 

The Department 

Theory Courses 

MU 1 10 Harmony (F, S: 3) 

Prerequisite: MU 070 or permission of Depart- 
ment 

Harmony will cover the principles of diatonic 
harmonic progression, four-part writing from a 
figured bass, and harmonization of chorale melo- 
dies. We will increase our vocabulary to include 
modes and seventh chords, and continue to de- 
velop skills in analysis, keyboard harmony, and 
ear-training. Margaret McAllister 

MU 21 1 Chromatic Harmony (F, S: 3) 

Prerequisite: MU 1 10 

This course will cover the basic principles of 
chromatic progression. Maintaining the format of 
four-part writing from a figured bass, we will in- 
corporate secondary dominants, diminished sev- 
enth chords, and augmented sixth chords. The 
concepts of modulation and modal interchange 
will be covered, and studies in keyboard harmony, 
ear-training, and analysis will be continued. Of- 
fered only on even numbered years. 

Thomas Oboe Lee 

MU 212 Orchestration (S: 3) 

Prerequisite: MU 070 or permission of the instruc- 
tor 

This is a study of the instruments of the sym- 
phony orchestra-their character, timbre and 
range. Students will be exposed to a wide variety 
of orchestral music and will learn how instrumen- 
tal color and texture contribute to the composi- 
tional process. Original composition will not be 
required; students will arrange music for varied 
instrumental combinations. Offered only on odd 
numbered years. Margaret McAllister 

MU 214 Form and Analysis; Methodological 
Approaches to the Study of Music from Bach to 
Webern (S: 3) 

Prerequisite: Music 110 

This course focuses on a number of different 
approaches to the analysis of tonal and atonal mu- 
sic. Innovative ideas-such as structural, rhythmic, 
tone-color, and set theory analysis-by music theo- 
rists Heinrich Schenker, Allen Forte, Felix Salzer, 
Charles Rosen and Robert Cogan will be dis- 
cussed. The first portion of the course will con- 
centrate on Schenkerian analyses of short forms 
to large-scale structures like the sonata, the sym- 
phony, the concerto and the song cycle drawing 
from the music of the Baroque, Classical and Ro- 
mantic repertory. The second portion will con- 
sist of the analyses of works by 20th century 
American, European and Japanese composers. 

Thomas Oboe Lee 

MU 215 Jazz Harmony, Improvisation and 
Arranging (F: 3) 

Prerequisite: MU 110 

This course will concentrate on the study of 
chord structures, chord substitutions, chord scales 



College of Arts & Sciences • Music • 73 



and improvisation as they have been codified by 
contemporary jazz musicians. The technical in- 
novations in the music of Sonny Rollins, 
Thelonius Monk, Charlie Parker, Herbie 
Hancock, Wayne Shorter, and Miles Davis will 
be analyzed and discussed. Special attention will 
be placed on arranging and composition includ- 
ing: the piano lead sheet, writing for horns in a 
jazz ensemble, scoring for the trap-set, the walk- 
ing bass-line, re-harmonization of standards, 
composing original melodies on chord structures 
of tunes by Berlin, Kern, Gershwin, rhythm 
changes, and the blues. The student should have 
basic keyboard skills, but it is not a prerequisite. 

Thomas Oboe Lee 

MU 227 Keyboard Music (S: 3) 

This course will show how composer/performers 
have explored and exploited the expressive possi- 
bilities inherent in three keyboard instruments 
(harpsichord, clavichord and piano-music for 
organ is not included). Students should come 
away with an understanding of the main differ- 
ences in the construction and sonic possibilities 
of these three instruments, the change of musical 
styles and forms over a four hundred year period 
(from the Baroque through today), and specific 
knowledge of the masterpieces of keyboard 
music by some of the great keyboard composer/ 
performers: Frescobaldi, J.S. Bach, Couperin, 
Rameau, C.P.E. Bach, J.C. Bach, D. Liszt, 
Debussy, Bartok, Art Tatum, Thelonious Monk. 
Included will be a trip to view the instrument 
collection at the Museum of Fine Arts and stu- 
dents will be expected to attend concerts in the 
Boston area. Some previous acquaintance with the 
keyboard is recommended but not required. 

Sandra Hebert 
MU 31 2 Counterpoint I (S: 3) 

Prerequisite: MU 070 or permission of Depart- 
ment 

In this course we will study the fundamentals 
of the two-voice polyphonic style. The course 
objective will be to build a dependable contrapun- 
tal technique using the principles of species coun- 
terpoint and will include a brief survey of the his- 
torical origins of Western polyphony, and analy- 
sis of ecclesiastical compositions of the Baroque 
period. Margaret McAllister 

MU 315 Seminar in Composition (S: 3) 
Prerequisite: MU 110, MU 215, or consent of 
Department 

This is an introduction to the principles of 
music composition. The course will be conducted 
in two parts. Part one: Each class will meet as a 
group twice a week. These classes will concentrate 
on the analysis of representative works in tonal 
and 20th-century idioms-minimalism, serialism 
or dodecaphonicism, free-atonality, modality, 
neo-classicism, third-stream, and the new mysti- 
cism. Part two: Each student will meet once a 
week with the instructor for a private studio com- 
position lesson. Students will use Macintosh com- 
puter-midi-synthesizer technology in the realiza- 
tion of their original works. Thomas Oboe Lee 

Historical Periods 

MU 201 Medieval and Renaissance Music (F: 3) 

A study of the development of Western Music 
from the first stages of musical notation in the 



Middle Ages through sixteenth century poly- 
phonic music. Both sacred and secular traditions 
will be considered, including Gregorian chant, the 
polyphonic Mass and motet, the chanson, and the 
madrigal of the 16th century. Although most of 
the literature of this period is vocal, a study of the 
instruments and instrumental literature will be 
included. T. Frank Kennedy, S.J. 

MU 205 Music of the Classical Era (F: 3) 

This course will consider the musical trends of the 
18th and 19th centuries (1750-1830) that are 
characterized by the movement towards simplic- 
ity in melody, and a clarification of harmonic lan- 
guage. While music that served as a transitional 
style from the Baroque period will be the start- 
ing point for this course, in large measure, the 
focus of the course will be on the music of the four 
great composers who lived and worked in, or 
around Vienna in the period 1780-1828: Haydn, 
Mozart, Beethoven and Schubert. All were mas- 
ters of sonata form, and all composed in the prin- 
ciple genres of sonata form: sonata, symphony and 
quartet. The genres of opera and concerto dur- 
ing this period will also be considered. 

The Department 

MU 209 Music of the Twentieth-Century (S: 3) 

This is a study of the music of the 20th century, 
including concepts, ideas, techniques, composi- 
tional materials, analytical principles of the mu- 
sic, as well as an historical, chronological survey 
of the composers and compositions of the mod- 
ern era. The course will include a study of the 20th 
century masters Debussy, Ravel, Stravinsky, and 
Schoenberg, as well as nationalist composers like 
Bartok, Britten and Copland, and the flowering 
of avant-garde music since 1945, including elec- 
tronic music. A discussion of the development of 
Jazz and American Popular Song will be included. 

T. Frank Kennedy, S.J. 

Genres 

MU 206 Opera (S: 3) 

Comedy, tragedy, love, death, vengeance, gods, 
heroines, men who eat nothing but peas — it's all 
the stuff of opera. As one commentator said "You 
can do anything in opera as long as you sing it." 
Operatic references still permeate our culture 
from the use of Wagner's "Ride of the Valkyries" 
in Apocalypse Now to Porky Pig singing Figaro in 
cartoons. In this course we will look at how 
text and music combine to relate a drama, con- 
centrating on five representative masters of the 
1 7th through 19th centuries — Monteverdi (1567- 
1643), Handel (1685-1759), Mozart (1756-1 791), 
Verdi (1813-1901), and Wagner (1813-1883). 
This course will take excursions into other 
works — the operas created for the court of Louis 
XTV, the vocal pyrotechnics of the Italian golden 
age of singing, the spectacle of French grand op- 
era, and the operatic qualities of the modern 
Broadway musical. Jeremiah McGrann 

MU 222 Symphony (F: 3) 

Prerequisite: Some previous training in music is 
helpful but not necessary 

From its inception in the 18th century, the 
symphony remains the highest expression of 
music as organized patterns of sound. Yet the 
symphony also conveys the personality of its cre- 
ator from the wit and innocence of Haydn, to the 



elegance and grace of Mozart, the raw emotional 
force of Beethoven, the romantic longings yet 
classical control of Brahms, the emotional con- 
fessions of Tchaikovsky to Mahler's concept of 
the symphony as a universe in sound. This course 
investigates the forms and meanings of selected 
works of the symphonic repertoire following its 
rise from a court entertainment to a statement of 
philosophical ideals. Jeremiah McGrann 

MU 223 Music and Theater (S: 3) 

From Monteverdi's Oifeo in the early history of 
Opera through the development of American 
Musical Theater in the 20th Century, this course 
will consider both classical and popular styles in 
the interface between music and drama. 

The Department 

MU 225 (RL 374) Literature and Opera I (F: 3) 

See course description under RL 374. 

Joseph Figurito 

MU 230 (PS Psychology of Music) (S: 3) 

See course description under PS 240. 

Bruce Torff 

Composers 

MU 270 Beethoven (S: 3) 

This is an introduction to the life and music of 
Ludwig van Beethoven (1770-1827), tracing his 
intellectual development within the culture and 
society of the Rhenish Enlightenment, his musi- 
cal enrichment of the High Classicism of Mozart 
and Haydn (among others), and the heroic style 
of his best known works, to his feelings and ex- 
pressions of musical and social isolation in his last 
years, and his problematic identity with the bur- 
geoning romantic movement in Germany. Em- 
phasis will be on the music itself, concentrating 
on compositions from three genres: piano sonata, 
string quartet and symphony. Also covered will 
be the concerto, his opera Fidelio, and the Missa 
Solemnis. Jeremiah McGrann 

MU 280 Russian Music (S: 3) 

Russian composers have produced some of the 
most moving and astounding masterworks of 
music from the dark lyricism of Tchaikovsky's 
Pathetique Symphony to the violent brilliance of 
Stravinsky's revolutionary ballet, the Rite of 
Spring. This survey will look at the different iden- 
tities of Russian music as they begin to emerge in 
the 19th century, the problematic relationship of 
a nationalist school to other European musical 
traditions, Russia's exploration of its own multi- 
ethnic culture, the reliance on its folk and litur- 
gical musical traditions, the mystical and revolu- 
tionary creations in the first decades of the 20th 
century, and the struggle of the individual creative 
artist within a Marxist and Soviet society. 
Some of the composers to be studied are 
Tchaikovsky, Rimsky-Korsakov, Mussorgsky, 
Scriabin, Rachmaninoff, Stravinsky, Prokofiev, 
and Shostakovich. Jeremiah McGrann 

MU 290 Wagner (F: 3) 

A study of the life and major operatic works of one 
of the crucial figures of the late 19th century music 
world. Examples of music dramas included in the 
study will be Der fliegende Hollander (The Flying 
Dutchman), Lohengrin, Tristan und Isolde, and Dei- 
Ring des Nibelungcn (The Ring of the Nibe/ung). 

T. Frank Kennedy, S.J. 



74 • College of Arts & Sciences • Philosophy 



MU 320 Music and America (F: 3) 
This course surveys the musical heritage of what 
are now the United States in the broadest histori- 
cal and stylistic terms possible: from before the 
Puritans past punk. Included are religious 
and secular music as well as popular and elite 
genres, such as Native American pow-wow mu- 
sic, Puritan hymnody and colonial singing 
schools, minstrelsy and parlor music, the rise of 
nationalism and its rejection in art music, music 
in the theater and in films, jazz and gospel, popu- 
lar music as social enforcer and as social critic. 
Important figures include William Billings, Ste- 
phen Foster, Charles Ives, Louis Armstrong, 
Aaron Copland, Elvis Presley and Jimi Hendrix. 

Jeremiah McGrann 

MU 323 (EN 445) Jazz: Listening and 
Describing (F: 3) 

This course will have a dual aim (1) to provide a 
working knowledge of jazz history from the 
early 1920's to about 1950, (2) to develop facility 
in writing descriptively about recorded jazz per- 
formances, both in themselves and in comparison 
to other jazz performances and other sorts of mu- 
sic. Among the principal musicians covered 
will be the following: Louis Armstrong, 
Bix Beiderbecke, Jelly Roll Morton, Bessie Smith, 
Jack Teagarden, Coleman Hawkins, Lester 
Young, Billie Holiday, Benny Goodman, Duke 
Ellington, Charlie Parker, Dizzy Gillespie, and 
Miles Davis. The approach throughout will be 
musical rather than sociological or cultural. 

William Youngren 



Cross-Cultural Courses 

MU 321 (BK 266) Rhythm and Blues in 
American Music (F: 3) 

This course examines the elements of rhythm and 
blues in the Afro-American sense, and traces the 
influence of these elements on American popular 
and classical music from the early 1900s to the 
present. Records, tapes, and audio-visual material 
that include music from the early New Orleans 
period to present day jazz/rock and music videos 
will be used throughout the course. 

Hubert Walters 

MU 322 (BK 285) Jazz in America (S: 3) 

This course provides a thorough and detailed 
study and examination of the black music that has 
come to be known as jazz. The socio-political 
nature of black music in America, black music in 
education, and the relations of black music and the 
mass media is considered. Students will have the 
opportunity to experience live performances of 
jazz, and will be asked to do a general analysis of 
at least one recording (LP) of a jazz performance. 

Hubert Walters 

MU 331 Introduction to Celtic Musics (F: 3) 

Irish and Scottish traditional musics studied in 
their historical and contemporary contexts. 

The Department 

MU 400 Readings and Research (F, S: 3) 

The Department 



MU 405 Senior Seminar (F: 3) 

For music majors in their senior year (exception 
only by special permission). Through supervised 
reading, research, writing, discussion and perfor- 
mance, this seminar will help majors develop a 
framework for synthesizing their various courses 
into a coherent whole, with special emphasis in 
the area of strongest interest (theory, composi- 
tion, history, cross-cultural studies, or perfor- 
mance). It will also help prepare students for ex- 
aminations in listening repertoire and ear-train- 
ing (see major requirements above). 

The Department 
Other courses that the Department offers on a 
non-periodic basis include the following: 

MU 205 Music of the Classic Period 

MU 212 Orchestration (offered in odd numbered 

years) 

MU 213 Analysis for Performers 

MU 220 Song 

MU 227 Keyboard Music 

MU 223 Music and Theater 

MU 313 Transcription of non-Western Musics 



H I L O 



O 



H Y 



FACULTY 

James Bernauer, S.J., Professor; A.B., Fordham 
University; A.M., St. Louis University; M.Div., 
Woodstock College; S.T.M., Union Theologi- 
cal Seminary; Ph.D., State University of New 
York 

Oliva Blanchette, Professor; A.B., A.M., Boston 
College; S.T.L., Weston College; Ph.D., 
Universite Laval; Ph.L., College St. Albert de 
Lou vain 

Richard Cobb-Stevens, Professor; Chairper- 
son of the Department; A.B., A.M., Boston 
College; Ph.D., University of Paris 

Richard Kearney, I 'isiting Professor; B.A., Uni- 
versity of Dublin; M.A., McGill University; 
Ph.D., University of Paris 

Peter J. Kreeft, Professor; A.B., Calvin College; 
A.M., Ph.D., Fordham University 

Richard T. Murphy, Professor; A.B., A.M., 
Boston College; S.T.L., Weston College; 
Ph.D., Fordham University 

Joseph L. Navickas, Professor; Ph.B., Ph.L., 
Louvain University; Ph.D., Fordham Univer- 
sity 

Thomas J. Owens, Professor; A.B., A.M., Bos- 
ton College; Ph.D., Fordham University 



David M. Rasmussen, Professor; A.B., Univer- 
sity of Minnesota; B.D., A.M., Ph.D., Univer- 
sity of Chicago 

William J. Richardson, S. J., Professor; Ph.L., 
Woodstock College; Th.L., Ph.D., Maitre- 
Agrege, University of Louvain 

Jacques M. Taminiaux, Professor; Doctor Juris, 
Ph.D., Maitre-Agrege, University of Louvain 

Norman J. Wells, Professor; A.B., Boston Col- 
lege; L.M.S., Pontifical Institute of Medieval 
Studies; A.M., Ph.D., University of Toronto 

Ronald Anderson, S.J., Associate Professor; 
. B.Sc, University of Canterbury; Ph.D., Uni- 
versity of Melbourne; M.Div., Weston School 
of Theology; Ph.D., Boston University 

Patrick Byrne, Associate Professor; B.S., A.M., 
Boston College; Ph.D., New York State Uni- 
versity 

John J. Geary, Associate Professor; A.M., Uni- 
versity College, Dublin; Ph.D., Boston Univer- 
sity 

Joseph F.X. Flanagan, S.J., Associate Professor; 
A.B., A.M., Boston College; S.T.L., Weston 
College; D.D.S., Washington University; 
Ph.D., Fordham University 



Gary Gurtler, S.J., Associate Professor; B.A., St. 
John Fisher College; M.A., Ph.D., Fordham 
University; M.Div., Weston School of Theol- 
ogy 

Arthur R. Madigan, S.J., Associate Professor; 
A.B., Fordham University; A.M., Ph.D., Uni- 
versity of Toronto; M.Div., S.T.B., Regis Col- 
lege, Toronto 

Thomas S. Hibbs, Associate Professor; B.A., 
M.A., University of Dallas; M.A., Ph.D., Uni- 
versity of Notre Dame 

Stuart B. Martin, Associate Professor; A.B., Sa- 
cred Heart College; L.M.H., Pontifical Insti- 
tute of Medieval Studies; A.M., Ph.D., 
Fordham University 

Francis Soo, Associate Professor; A.B., 
Berchmans College; A.M., University of Philip- 
pines; B.S.T., Fu-Jen University; A.M., 
Harvard University; Ph.D., Boston College 

Eileen C. Sweeney, Associate Professor; B.A., 
University of Dallas; M.A., Ph.D., University of 
Texas at Austin 

Ronald K. Tacelli, S.J., Associate Professor; 
A.B., Boston College; M.Div., Weston College; 
Ph.D., University of Toronto 

Gerard C. O'Brien, S.J., Assistant Professor; 
A.B., A.M., Boston College; Ph.D., Fordham 
University 



College of Arts & Sciences • Philosophy • 75 



Vanessa P. Rumble, Assistant Professor; B.A., 
Mercer University; Ph.D., Emory University 

Ingrid Scheibler, Assistant Professor; B.A., Uni- 
versity of Virginia; Ph.D., Trinity College, 
Cambridge 

Richard A. Spinello, Adjunct Assistant Professor; 
A.B., M.B.A., Boston College; M.A., Ph.D., 
Fordham University 

Elizabeth Brient, Instructor; B.A., Rice Univer- 
sity; M.Phil., Ph.D. (cand), Yale University 

exfeXsfco 

Program Description 

Philosophical study at Boston College provides 
the opportunity for open-ended inquiry and re- 
flection on the most basic questions that concern 
man and the ultimate dimensions of his world. In 
this quest for new and fuller meanings, the Phi- 
losophy Department offers a balanced program 
of courses allowing for concentration in the fol- 
lowing specialized areas: Ancient, Medieval and 
Contemporary; American and Contemporary 
Continental Philosophy; Philosophy of Religion, 
Philosophy of Science and Russian Philosophy. In 
addition to these areas of specialization, provision 
is made for interdisciplinary programs. With the 
guidance of faculty advisors students can design 
a well-balanced program that will thoroughly 
ground them in the history of philosophy and yet 
allow for development of their major interests. 

Special sections of Core philosophy courses 
are also planned for philosophy majors. Under- 
graduate students may, with the approval of the 
Chairperson and the individual professor, enroll 
in certain graduate philosophy courses. 

The Department offers to qualified students 
the opportunity to do independent research un- 
der the direction of a professor and replace one 
course for three credits, extendible to six credits. 
Senior majors may work out a special research 
program as a substitution for usual course require- 
ments. The Department also participates in the 
Scholar of the College Program, details of which 
are to be found in the general Catalog descrip- 
tion of the Program. 

Undergraduate majors who plan to do gradu- 
ate work in philosophy will be prepared more than 
adequately to meet all requirements of graduate 
schools. 

COURSE OFFERINGS 

If a desired course is not offered, please consult 
with the appropriate professor; it may be possible 
to arrange a Readings and Research course on the 
desired topic. 

Core Courses 

PL 070-071 Philosophy of the Person I and II 
(F: 3-S: 3) 

This course is based on two Socratic sayings: 
"know thyself," and "the unexamined life is not 
worth living." This course, therefore, will analyze 
the key thinkers in Western culture who have 
contributed to our knowledge of ourselves and 
our society. Specific considerations will be given 
to the problem of the human person along with 
the basic rights and responsibilities that each one 
has to himself, herself, and to others. 

The Department 



PERSPECTIVES Courses 

PL 090-091 (TH 090-091) Perspectives on 
Western Culture I and ll/Perspectives I 
(F: 6-S: 6) 

This is a special two-semester, twelve-credit 
course that fulfills all the Core requirements in 
philosophy and theology. The course will intro- 
duce the students to their philosophical and reli- 
gious heritage through a study of the major think- 
ers who have formed our cultural traditions. The 
purpose of the course is to encourage students to 
discover the sources of those values that have 
formed their lives as well as to develop a critical 
and creative perspective toward themselves and 
their future. The Department 

UN 104-107 Modernism and the Arts/ 
Perspectives II (F: 6-S: 6) 

A full-year course in the literature, music, and vi- 
sual arts usually connected with the term modern- 
ism. The first eight weeks of the term will be de- 
voted to literature, the last five of the first term 
and the first five of the second to music, and the 
last eight of the second term to the visual arts. 
Among authors read during the literature seg- 
ment will be Baudelaire, Dostoevsky, Ibsen, El- 
iot, Kafka, and Joyce. During the music segment 
the composers listened to will include Wagner, 
Debussy, and Stravinsky; there will also be at least 
one week of jazz. The visual arts segment will 
emphasize not only painting but also sculpture 
and architecture. This two-semester course ful- 
fills the six-credit Philosophy Core requirement, 
the three-credit Literature Core requirement, and 
the three-credit Fine Arts Core requirement. 

The Department 

UN 109-1 12 Horizons of the New Social 
Sciences/Perspectives III (F: 6-S: 6) 

A full-year course designed to lead the student to 
an understanding of the unity that underlies the 
diversity of the separate social sciences of eco- 
nomics, sociology, political science, and law from 
a viewpoint that does not prescind from theologi- 
cal issues. This two-semester course fulfills the 
six-credit Philosophy Core requirement and the 
six-credit Social Science Core. The Department 

UN 119-1 22 New Scientific Visions/ 
Perspectives IV (F: 6-S: 6) 

Can the study of modern mathematics and the 
natural sciences prove to be a genuine liberation 
of the human spirit? This unusual question will 
form the central theme of this course. The course 
will explore major developments in the fields 
of mathematics, biology, physics, chemistry and 
the earth and space sciences from ancient Greece, 
through the modern scientific revolutions of 
the seventeenth century, into the twentieth cen- 
tury achievements and paradoxes of modern num- 
ber theory, the discovery of DNA, relativity 
theories, quantum mechanics and contemporary 
cosmologies.This two-semester course may ful- 
fill the six-credit Philosophy Core requirement 
and either the six-credit Natural Science Core or 
the three-credit Mathematics Core and three- 
credits of the Natural Science Core. 

The Department 

Note: For students who have fulfilled the Phi- 
losophy Core Requirements, Perspectives II, III, 
IV may be taken as electives. 



PULSE Courses (Core) 

PL 088-089 (TH 088-089) Person and Social 
Responsibility (F: 6-S: 6) 

This is a two-semester, twelve-credit course that 
fulfills all the Core requirements in philosophy 
and theology. The course requirements include 
ongoing involvement in one of the field projects 
available through the PULSE Program (see Spe- 
cial Programs section), as well as participation in 
a correlated class. The course will focus on prob- 
lems of social injustice, and the possibilities of 
surmounting those injustices. The field projects 
will put students directly in contact with people 
experiencing the consequences of social injus- 
tice — delinquency, poverty, psychological prob- 
lems, prejudice, alienation. The classes will at- 
tempt to take a deeper look into these, especially 
with regard to their individual, group and cultural 
origins. The Department 

PULSE Courses (Electives) 

PL 202 Housing and Reality (S: 3) 

This course is an in-depth analysis of urban hous- 
ing conditions that views housing sites within the 
city and involves research into the causes of his- 
torical, architectural, governmental, financial and 
neighborhood action to maintain and/or create 
alleviation of the deepening housing crisis in our 
society. Harry Gottschalk 

PL 205 Housing: A Guide for the Perplexed 
(F:3) 

Providing adequate and affordable housing for its 
citizens confronts most American cities with a baf- 
fling array of interrelated technical, political and 
managerial issues. While addressing these con- 
cerns, this course introduces yet another layer of 
complexity to the problem. What does it mean to 
be at home in the world? What ideal of person 
and society animates our urban planning and de- 
sign? What are the relationships between archi- 
tecture and politics? Harry Gottschalk 

PL 216 Boston: An Urban Analysis (S: 3) 

This course is intended for PULSE students who 
are willing to investigate, analyze, and understand 
the history, problems, and prospects of Boston's 
neighborhoods. Assignments will require spend- 
ing time observing, researching, and writing 
about the neighborhood in which the PULSE 
placement is located. David Manzo 

PL 233 Values in Social Services and Health 
Care (F: 3) 

This course is designed to communicate an un- 
derstanding of the health care and social services 
delivery system; explore ethical problems of allo- 
cations of limited resources, regulations, experi- 
mentation, the press, the homeless, the provider- 
patient relationship, the responsibility for the 
dependent person; and consider possibilities for 
positive changes in the social service and health 
care system. David Manzo 

PL 291-292 Philosophy of Community I and II 
(F: 3-S: 3) 

Prerequisite: Limited to members of the PULSE 
Council 

This is a study of community: its structure, 
power and change. The dynamics of community 
will be examined by sharing impressions and in- 
sights with various teachers and community work- 
ers. Specific theoretical models of analysis will be 



76 • Collegl: or Arts & Sciences • Philosophy 



studied and critiqued. The purpose of the course 
is to begin developing new approaches tor learn- 
ing about social change and for building new vi- 
sions for the direction that a PULSE student's 
responsibility to social change might take. 

Joseph Flanagan, S.J. 
Dm- id McMenamin 

PL 293-294 Culture and Social Structure: 
Philosophy of PULSE I and II 

Prerequisite: Membership on PULSE Council 

The course will concentrate on the interrela- 
tionships between American political, economic, 
social and military institutions. As these interre- 
lations are explored on a macro scale, a mi- 
croanalysis of like patterns at the neighborhood 
and city level will also be undertaken. Not offered 
1994-95 Joseph Flanagan, S.J. 

David McMenamin 

Electives 

PL 1 50 Modern Philosophy (F: 3) 

This course surveys the great philosophers from 
the Renaissance to the 19th century including: 
Descartes, Pascal, Spinoza, Leibnitz, Locke, Ber- 
keley, Hume, Kant, and Hegel. It emphasizes 
Descartes, Pascal, and Kant as originators of Ra- 
tionalism, Existentialism, and Idealism. 

Peter J. Kixefi 

PL 151 Contemporary Philosophy (S: 3) 

This is a study of nineteenth and twentieth cen- 
tury philosophers to the present that emphasizes 
the Existentialists, but also includes Positivism, 
Marxism, Pragmatism, Phenomenology, Person- 
alism, and Deconstructionism. Peter J. Kreeft 

PL 168 Philosophy in the Bible 

This course explores the philosophical questions 
about Meaning, God, Truth, Humanity, Moral- 
ity, Love, and Death from Genesis to Revelation. 
Not offered 1 994-95 Peter J. Kreeft 

PL 193 Chinese Classical Philosophy: 
Confucianism, Taoism and Buddhism (F: 3) 

Starting from a general introduction to Chinese 
philosophy as a whole, the course will focus on 
three of the most important philosophical schools: 
Confucianism, Taoism and Buddhism. Emphasiz- 
ing social harmony and order, Confucianism deals 
mainly with human relationships and human vir- 
tues. Centered on the harmony between Nature, 
Alan and Society, Taoism teaches the most natu- 
ral way to achieve this harmony, i.e., Tao. Syn- 
thesized as soon as it arrived in China, Buddhism 
reveals that the ultimate reality both transcends 
all being, names and forms, and remains empty 
and quiet in its nature. Francis Y. Soo 

PL 194 Contemporary Chinese Philosophy: 
Neo-Confucianism and Maoism (S: 3) 

Within the historical context of modern China 
(from 1840 to the present), the course will focus 
on contemporary philosophical trends: Neo-Con- 
fucianism, which tries to revive or modernize not 
only traditional Confucianism but also Chinese 
Classical philosophies generally and Chinese 
Marxism, which under Mao, tries to substitute 
Chinese Marxism for the Classical Chinese phi- 
losophies. Francis )'. Soo 



PL 203 Analytic Philosophy 

How to describe the indescribable? This course — 
partly historical, partly systematic — is about the 
limits of language and the limits of the world: how 
the one influences the other. Not offered 1994-95 

Ronald K. Tacelli, S.J. 

PL 251 Political Philosophy: Machiavelli to 
Burke 

This course traces the origins of some modern 
conceptions of law and the state, the sources and 
limits of political authority through some of the 
great modern political philosophers, relating 
these to the classical Aristotelian tradition. Not 
offered 1994-95 Gerard C. O'Brien, S.J. 

PL 254 After Death and Dying 

An exploration of life after death, including such 
questions as: What difference does confronting 
death make? Is death a hole or a door? How are 
the meaning of life and the meaning of death con- 
nected? Do we really want to live forever? How 
is Heaven different from the genetic promise of 
an immortality pill? Not offered 1994-95 

Peter J. Kreeft 

PL 259 (SC 250) (TH 327) Perspectives on War, 
Aggression, and Conflict Resolution I (F: 3) 

This course is an interdisciplinary exploration of 
various alternatives to war, evaluated on the ba- 
sis of both practical and ethical criteria. Topics in- 
clude the following: ethics of war and conflict, 
mutual deterrence, arms control and disarma- 
ment, economic conversion, world government, 
regionalism, and nonviolent resistance. 

Rem A. Uritam 

PL 264 Logic (F, S: 3) 

This course will consider the principles of correct 
reasoning together with their application to con- 
crete cases. The Department 

PL 268 (BK 268) (SC 268) The History and 
Development of Racism (F, S: 3) 

This course concerns the interrelationships of in- 
dividual and institutional forms of racism. The 
course will survey historical forms of racism in the 
United States and will identify past and present 
methods of opposing racism. Horace Seldon 

PL 269 (SC 251 ) (TH 328) Perspectives on War, 
Aggression, and Conflict Resolution II (S: 3) 

An interdisciplinary course that is concerned pri- 
marily with alternatives and solutions to the prob- 
lem of war, including those advanced in the past 
and present, but also ones that may be required 
to meet the needs of the changing world of the 
future. Rein A. Uritam 

PL 271 (UN 508) Capstone: Taoism Holistic 
Philosophy (F: 3) 

See course description under the "University 
Courses" section of this Catalog. 

Francis Y. Soo 

PL 275 Philosophy in Literature: Tolkien and 
Dostoyevski 

An in-depth exploration and discussion of the 
philosophical, religious, and psychological issues 
in just two great books, Tolkien's The Lord of the 
Rings and Dostoyevski's The Brothers Karamazov. 
Common themes of good and evil, life and death, 
love and hate, justice, power, murder, family, 
Cod, freedom and immortality surface in both 
epics despite two totally different forms and 



genres. Both books are about, ultimately, no less 
than the meaning of human life. Not offered 
94-95 Peter J. Kreeft 

PL 299 Readings and Research (F: 3-S: 3) 

By arrangement The Department 

PL 303 Philosophical Questions in Religion 

This course is for students who want to form their 
opinions rationally on such controversial religious 
topics as the psychology of belief, the problem of 
evil, arguments for God's existence, our knowl- 
edge of God, predestination and free will, time 
and eternity, life after death, miracles, the reliabil- 
ity of the Bible, mysticism, Eastern versus West- 
ern religions. Not offered 1994-95 

Peter J. Kreeft 

PL 308 Political Thought of the Greeks 

This course is an examination of Greek political 
philosophy, with special emphasis on Plato's Re- 
public and Aristotle's Politics; and it attempts to 
apply the resources of Greek thought to some of 
the perennial issues of political philosophy. Not 
offered 1 994-95 Arthur R. Madigan, S.J. 

PL 309 Marriage and the Family (S: 3) 

The course is designed, from a philosophical per- 
spective, to explore the full significance of the 
most fundamental and intimate human relation- 
ship: Marriage/Family, on both institutional and 
personal levels. Francis Y. Soo 

PL 314 The Mind and Its Body 

Am I my body and nothing more? Is there such a 
thing as a soul? If there is, can I know anything 
about it? What is the relationship between mind 
and body? Is the unity between them what ac- 
counts for their existence? Are they separable? 
Could the soul possibly survive the dissolution of 
the body? Can I know any of this? 

These are some of the questions we will raise- 
and try to answer. Not offered 1994-95 

Ronald K Tacelli, S.J. 

PL 335 Platonic Dialogues (F: 3) 

This course is an inquiry into the developing 
thought of Plato, stressing particularly Plato's 
probing into die questions of the nature of man, 
the relation of the individual to society, the na- 
ture of human knowing, the foundation of judg- 
ments of value, and the meaning of a virtuous life. 

Gawd C. O'Brien, S.J. 

PL 338 The Heidegger Project I (F: 3) 

This is a course designed to allow undergraduates 
an opportunity to work closely with the major 
texts of Martin Heidegger, one of the leading 
twentieth-century philosophers. Students will be 
expected to participate in assessing Heidegger's 
relevance to contemporary issues and in develop- 
ing their own philosophical views vis-a-vis 
Heidegger's. Some knowledge of traditional phi- 
losophy (Aristotle, Descartes, etc.) would be help- 
ful but is not an absolute prerequisite. 

Thomas J. Owens 

PL 339 The Heidegger Project II (S: 3) 

A continuation of PL 338, open only to students 
participating in the course. Thomas J. Owens 

PL 344 The Aristotelian Ethics (S: 3) 

This course includes a reading of Aristotle's 
Nicomachcan Ethics, and it examines its principle 
themes: happiness, virtue, responsibility, justice, 
moral weakness, friendship, pleasure, contempla- 
tion. Arthur R. Madigan, S.J. 



College of Arts & Sciences • Philosophy • 77 



PL 358 The Confessions of St. Augustine (S: 3) 

An in-depth exploration, Great Books seminar 
style, of the most beloved and influential book of 
religious psychology of all time. Peter J. Kreeft 

PL 379 Socrates and Jesus 

The purpose of this course is to make the acquain- 
tance of and to compare the two most influential 
people who ever lived — the inventor of reason and 
the object of faith; philosophy and religion are 
compared at their source. Included are intensive 
reading and discussion of Great Dialogues of Plato 
and John's Gospel. Not offered 1994-95 

Peter J. Kreeft 

PL 384 Toward a Philosophy of Law (F: 3) 

This course will examine the Western notion of 
law from its Greek origins to the Enlightenment 
in Europe at the time when the American Con- 
stitution was born. William Richardson, S.J. 

PL 402 Kant's Moral Philosophy 

How we make moral decisions warrants close ex- 
amination. Often we experience a conflict be- 
tween what seems the best and what seems the 
right thing to do. Kant offers a theory to demon- 
strate our choice for what is right — our duty. This 
view has been challenged. The course seeks to 
present and evaluate Kant's theory of duty. Not 
offered 1994-95 Richard T. Murphy 

PL 403 Does God Exist? (F: 3) 

This course aims to be a serious examination, for 
capable undergraduates, of arguments for and 
against the existence of God. 

Ronald K. luce//,, S.J. 

PL 404 Philosophical Autobiography (F: 3) 

We will examine the understanding of human na- 
ture that is conveyed in the autobiographies of St. 
Augustine, Rousseau, Nietzsche, and iVlaya 
Angelou. The following topics will be key: (1) the 
nature and limits of human self-understanding; (2) 
the relation of the human subject to time; (3) the 
manner in which the narrative structures and fa- 
cilitates self-understanding. 

I anessa P. Rumble 
PL 405 Self-Deception and Morality 
At the heart of our western tradition is the belief 
that moral endeavor and self-understanding are 
inseparable. Particularly in Kantian and Post- 
Kantian philosophy, the avoidance of self-decep- 
tion has assumed central importance. This course 
will deal with the main moral and anthropologi- 
cal perspectives on self-deception that have 
emerged in western philosophy, particularly in the 
nineteenth and twentieth centuries. Not offered 
1994-95 Vanessa P. Rumble 

PL 41 5 Great Trials in Western Civilization 

Since the time of Socrates, many of the central 
issues of human existence have been raised and 
treated in judicial trials. After an initial consider- 
ation of Kafka's The Trial, this course will exam- 
ine the development of moral judgment by a study 
of significant trials diat have taken place in west- 
ern civilization. Not offered 1994-95 

James W. Bernauer, S.J. 

PL 416 Hannah Arendt: Human Condition and 
The Life of the Mind 

Though still controversial, Hannah Arendt is now 
recognized as one of the major thinkers of this 
century in areas such as political philosophy and 



deconstruction of metaphysics. The purpose of 
the course is to offer an introduction to the main 
topics in her inquiry into first, the structures of 
active life (labor, work, action, the private and 
public) and second, her criticism of several con- 
stantly recurring prejudices in the works of those 
who are entirely dedicated to the activity of think- 
ing; that is, the professional philosophers. Not 
offered 1994-95 Jacques M. Taminiaux 

PL 419 Philosophy of Friendship (F: 3) 

Friendship presents several challenges to philo- 
sophical reflection. We tend to define human na- 
ture with reference to the individual, but none of 
us wants to be without friends. We tend to define 
ethics in terms of the rights or duties of the indi- 
vidual in relation to others, but it is not clear how 
such language applies to friends. What makes 
friendship unique, and have philosophers been 
able to speak about it adequately? 

Gary Gurtler, S.J. 

PL 420 Legacy of Plato and Aristotle in 
Christian Fine Arts into the Renaissance 

This is a study of the theological and philosophi- 
cal background of Christian painting, sculpture, 
and architecture. Not offered 1994-95 

Jacques M. Taminiaux 

PL 421 Nietzsche 

Through a chronological analysis basic texts, this 
course discusses the meaning of Nietzsche's at- 
tempt to overcome platonism. Not offered 1994- 
95 Jacques M. Taminiaux 

PL 422 Eros and Ethics: Plato, Kant, and 
Kierkegaard (S: 3) 

Often we experience our love of persons and of 
finitude as in conflict with moral obligation. We 
will examine the manner in which this conflict is 
represented in the ethical thought of Plato, Kant, 
and Kierkegaard. The following questions will be 
central: Is there an affinity between desire for 
persons and the love of the Good, how fundamen- 
tal is this affinity, and what does it reveal about 
the nature of each? Vanessa P. Rumble 

PL 428 Introduction to Phenomenology 

This is an historical and textual survey of the de- 
velopment of the Phenomenological movement 
from Husserl to Heidegger. Not offered 1994-95 

Jacques M. Taminiaux 

PL 434 (UN 502) Capstone: Ethics in the 
Professions (F: 3-S: 3) 

This course will focus on controversial moral di- 
lemmas that arise in the professions of law, busi- 
ness, medicine, education, and journalism. In ad- 
dition to considering some key ethical theories 
(e.g., pluralism and utilitarianism) which can be 
used as a framework for addressing these prob- 
lems, it will also dwell on relevant moral notions 
such as virtue and collective responsibility. 

Richard A. Spinello 

PL 435 Theory of the Novel (S: 3) 

This course will consider the relationship between 
the production of literature and philosophy. Al- 
though writers do not intend to be philosophers, 
they do isolate and present a specific vision of 
reality. This course will concentrate on the philo- 
sophic vision presented in specific literary texts 
such as the following: One Hundred Years of Soli- 
tude, Crime and Punishment, The Sun Also Rises, 
Death in Venice, Light in August, and Madame 
Bovary. David M. Rasmussen 



PL 442 Romanticism and Idealism 

Kant's transcendental idealism has been charged 
with divorcing the subject of understanding from 
the subject of moral experience. We shall exam- 
ine the basis of this claim, as well as the attempts 
by Romantic writers and German Idealists to pro- 
vide a fresh account of the integrity of human 
experience. Not offered 1994-95 

Vanessa P. Rumble 

PL 449 Corporations and Morality 

This course will begin with a reflection on the 
main ethical theories that can be used as frame- 
works for making moral judgments. To test the 
efficacy of such theories, we will examine several 
cases dealing with moral dilemmas that can arise 
in the workplace. After delineating a tenable 
theory of corporate responsibility, we will exam- 
ine how the corporation functions as a moral 
agent in the larger society and as a moral environ- 
ment to be managed with a view to the freedom 
and well-being of its members. Not offered 1994- 
95 Richard A. Spinello 

PL 452 Perspectives on Addiction 

This course attempts to apply the ordering and 
integrating function of philosophy to the multi- 
faceted problem of addiction. The chief focus is 
on alcoholic addiction but includes addiction to 
other drugs as well. Not offered 1994-95 

Gerard C. O'Brien, S.J. 

PL 455 Kierkegaard and Nietzsche (F: 3) 

Kierkegaard and Nietzsche are two of the most 
important giants of thought in the nineteenth 
century and two of the leading influences on con- 
temporary thought. This course will study their 
lives and the predominant themes of their thought 
along the lines of Christian belief and Atheistic 
Humanism. Stuart B. Martin 

PL 456 The Holocaust: A Moral History 

The tragic event that ruptured modern western 
morality will be examined from a variety of per- 
spectives (literary, philosophical, theological, and 
political). We shall study the testimony of both 
its victims and its perpetrators. Special attention 
will be given to consideration of the intellectual 
and moral factors which motivated resistance or 
excused indifference. Not offered 1994-95 

James W. Bernauer, S.J. 

PL 458 Contemporary Movements in 
Continental Thought (S: 3) 

This course analyzes the major trends in 20th 
century European philosophy from phenomenol- 
ogy and existentialism to structuralism and 
deconstruction. It explores the different ways in 
which these movements respond to the contem- 
porary crisis in the arts and sciences by rethink- 
ing traditional concepts of meaning, truth, iden- 
tity and value. Richard M Kearney 

PL 465 Sexuality: New Histories, Old Ethics? 

The last twenty years have witnessed an explosion 
of historical investigations of sexuality in western 
culture. This course will examine several of these 
studies in the interest of appreciating the histori- 
cal development of anxiety toward and acceptance 
of sexual activity. We will attempt to explore the 
implications of these historical visions for an ethi- 
cal approach to sexual conduct. Not offered 
1994-95 James IV. Bernauer, S.J. 



78 • College of Arts & Sciences • Philosophy 



PL 467 Jean-Paul Sartre (S: 3) 

This course is an analysis of Sartre's early writ- 
ings on imagination and consciousness. Empha- 
sis will be placed upon his penetrating studies of 
freedom, bad faith and the sado-masochistic di- 
mensions of interpersonal relations. Both literary 
and philosophical texts will be discussed. 

Richard Cobb-Stevens 

PL 474 A Philosophy of Laughter, Humor and 
Satire (S: 3) 

This course involves studying a considerable sam- 
pling of the great works of satire and comedy from 
all ages, from the ancient Greeks to the contem- 
porary period. The focus is on what light philoso- 
phy throws on the nature of humor and satire and 
what satire and laughter tell us about ourselves as 
wondering, rational, risible animals. The views of 
Kant, Bergson, Chesterton and others will be dis- 
cussed in some detail. Gerard C. O'Brien, S.J. 

PL 476 Hume (S: 3) 

At this time, there has arisen from diverse philo- 
sophical traditions a renewed interest in Hume. 
This course will undertake to investigate Hume's 
contributions both in the epistemological and in 
the moral sphere. Thereby, Hume's study of the 
human person will emerge — a study now chal- 
lenging contemporary thinkers. 

Richard T. Murphy 

PL 482 Political Philosophy: Hobbes to Hegel 

Through an analysis of the basic political concepts 
of major thinkers like Hobbes, Spinoza, Locke, 
Rousseau, Kant and Hegel, this lecture course 
aims at an introduction — both historical and 
philosophical — to current issues like technocracy, 
consumerism, the private and the public, politi- 
cal judgment, freedom of expression, etc. Not of- 
fered 1994-95 Jacques M. Taminiaux 

PL 489 Rousseau and Freud 

This course will focus on the major works of these 
two thinkers on the themes that they share — radi- 
cally new accounts of the state of nature, the de- 
velopment of language and theory of meaning, 
human relationships and the relations between the 
sexes, the critique of religion, and proposals for 
improvement of modern life. Not offered 1994-95 

Eileen C. Sweeney 

PL 497 Parmenides (S: 3) 

This is an investigation of the background, life and 
philosophy of the greatest of the Greek philoso- 
phers before Socrates. Parmenides was thor- 
oughly a man of his time; yet, against the tide of 
Greek physical speculation, he launched the sci- 
ence of metaphysics; in a polytheistic society, he 
was a monotheist; in a male oriented society, he 
envisioned reality under the guise of a woman. 
Some elementary Greek grammar will be taught 
in conjunction with this course so that we can 
together share the authentic vision of Parmenides. 

Stuart B. Martin 

PL 501 The Image of the Infinite in the Thought 
of Meister Eckhart and Nicholas of Cusa (F: 3) 

This course will examine the role played by a 
particular notion ot the infinite developed in the 
writings of Meister Eckhart and Nicholas of Cusa 
and its contribution to the emergence of modern 
thought. We will attempt to think through the 
way in which Kckhart's peculiar brand of 
Neoplatonic image mysticism and negative the- 



ology is transformed in Cusanus' speculative doc- 
trine of an incarnate or intensive infinity present 
in the world, which acts as the ontological ground 
of human knowledge, and how this anticipates in 
turn modern notions of progress. 

Elizabeth Brient 

PL 502 Introduction to Analytic Philosophy 

This course intends to provide an introduction to 
the various forms and varieties of analytic (and 
linguistic) philosophies by examining the main 
tenets and activities of some of the major philoso- 
phers who have been influential within the ana- 
lytic tradition in philosophy. Not offered 1994-95 

Richard T. Murphy 

PL 503 Ethics in Geometry 

Two works of Husserl provide the problematic for 
this course: an essay entitled, Origins of Geometry, 
and the opening chapters of Crisis of European 
Sciences. Having considered Husserl's view of the 
history of science and of the nature of mathemati- 
cal knowledge, we will compare ancient and early 
modern accounts of the nature of geometry, its 
function as a paradigm of rational inquiry, and its 
place in what Husserl calls the life-world. Not of- 
fered 1 994-95 Thomas S. Hibbs 

PL 507 Marx and Nietzsche (F: 3) 

Through a reading of Marx and Nietzsche's ba- 
sic writings, we will examine two of the most in- 
novative programs from philosophy in the nine- 
teenth century. Both considered themselves be- 
yond the tradition from which they came and yet 
both were shaped by that very tradition. We will 
be particularly interested in examining their re- 
spective notions of critique as well as the way they 
addressed the relationship between aesthetics and 
politics. David M. Rasmussen 

PL 523 The Problem of Measure and the 
Origins of the Modern Fact/Value Dichotomy 

(S:3) 

This course will consider the origins of the fact/ 
value dichotomy as it arises in the epochal transi- 
tion from the late medieval to the modern world, 
in an attempt to clarify the way in which the 
modern project of scientific progress depends on 
a pre-scientific conception of the integrity and 
richness of reality itself. Elizabeth Brient 

PL 529 Philosophy of Action (S: 3) 

This is a study of the concrete approach to tran- 
scendence through human action as found in 
Maurice Blondel's science of practice and its re- 
lation to practical science. Oliva Blanchette 

PL 532 Issues in Science and Religion 

While science and religion have often been seen 
as separate enterprises in conflict with each other, 
this course will seek to develop the ways in which 
they may interrelate and engage with each other. 
The issues will be focused by addressing the topic 
of how God's action within the world can be un- 
derstood. Nor offered 1994-95 

Ronald Anderson, S.J. 

PL 535 Scientific Revolutions I 

This course will study the development of the 
Copernican revolution against the background of 
the ancient and medieval views of the universe. 
We will read selections from the original works 
of Ptolemy, Copernicus, and Kepler; along with 
two major works by Galileo, who was chiefly re- 
sponsible for the consolidation of the new world 
view. Not offered 1994-95 Job" J- Cleary 



PL 536 Scientific Revolutions II 

This course will continue and complete our study 
of the Copernican Revolution that was begun in 
Scientific Revolutions I. We will read closely 
some of the key scientific works of both Descartes 
and Newton — the two central figures for the 
completion of the scientific revolution heralded 
by Copernicus. Not offered 1994-95 

John J. Cleary 

PL 538 Law, Business and Society (F: 3) 

This course makes use of an interdisciplinary ap- 
proach to studying society and social issues related 
to law, business, and society, i.e., the political, 
economic and social spheres of human life. 
Throughout the course, students will be asked to 
develop critical thinking and reflect on important 
social issues such as equality, crime, family crisis, 
and justice. Fi-ancis Y. Soo 

PL 540 Philosophy of Liberation 

This is a discussion of the philosophy of libera- 
tion starting from the consciousness of oppression 
seen as a radically new starting point for educa- 
tion. The issue will be examined first in two of its 
extreme forms in Latin America (Freire) and in 
Africa (Fanon), but then will turn to an examina- 
tion of the situation closer to home in black con- 
sciousness (Malcolm X) and in other instances of 
new demands for liberation chosen according to 
the experiences of the students participating in the 
course. Not offered 1994-95 Oliva Blanchette 

PL 544 St. Thomas Aquinas 

Prerequisites: Logic and knowledge of Aristotle 

This course is a survey of the distinctive teach- 
ings of Aquinas' metaphysics, cosmology, anthro- 
pology, epistemology, ethics, politics, and philo- 
sophical theology. Not offered 1994-95 

Peter J. Kreeft 

PL 554 Philosophy of Poetry and Music (S: 3) 

This course will deal with the history of poetry, 
painting, sculpture, architecture, music and dance. 
A major perspective will be the interrelation of 
these art forms to their respective cultural peri- 
ods. Students will be encouraged to work out their 
own projects or to select studies on Eastern or 
Western Art. Joseph F. Flanagan, S.J. 

PL 557 Modernism and Philosophy 

This course deals with the origins and develop- 
ment of the Modernist movement during the past 
century. We shall consider examples of the fiction, 
poetry, painting, music, and architecture of the 
period. Special attention will be paid to the ethi- 
cal and other philosophical implications of the 
modernist movement. Not offered 1994-95 

Richard Cobb-Stevens 

PL 560 Social and Political Crisis in Ancient 
Greece 

This is an undergraduate course that is intended 
for non-freshman students who want to under- 
stand the historical perspective on the perennial 
issues in social and political philosophy. While 
keeping modern parallels in mind, we will study 
the causes of moral and political corruption in 
ancient Athens, which led to its eventual defeat 
in the Peloponnesian War. Not offered 1994-95 

John J. Cleary 

PL 562 Art and Its Significance (F: 3) 

We will consider a range of philosopher's views 
on the function and value of art (illusion, imita- 
tion, delight, instruction) and some recent system- 



College of Arts & Sciences • Philosophy • 79 



atic theories that look more closely at the nature 
of art itself. We will also use the writings and 
manifestoes of artists themselves to illuminate 
questions about the interpretation of works of art 
and their ontological status. Ingrid H. Scheibler 

PL 563 The Great Philosophers I (F: 3) 

This course will trace two interrelated themes 
through ancient and medieval philosophy: the 
gradual development of the notion of divine tran- 
scendence, and the relation between this divine 
transcendence and human interests. 

Arthur R. Madigan, S.J. 

PL 564 The Great Philosophers II (S: 3) 

This course is a continuation of the Great Phi- 
losophers I. The purpose of the present course is 
to exhibit philosophy as the thought of remark- 
able individuals, not as an integral part of cultural, 
social, and political life. This purpose demands 
more account of individual thought than is usu- 
ally given by the historians. 

Ronald K Tacel/i, S.J. 

PL 565 Ancient Philosophy: Aesthetics (S: 3) 

The road to reality in the tradition of ancient 
philosophy takes several parallel paths: the intel- 
lectual ascent to Truth, the moral ascent to the 
Good, and the aesthetic ascent to Beauty. This 
course will wander up the aesthetic path, bring- 
ing a peculiar focus to the Greek thematization 
of reality and the capacity of the human mind to 
know it. Such a focus tends to favor the Platonic 
tradition, but Aristotle and his followers are 
clearly not absent from the discussion. 

Gary Gurtkr, S.J. 

PL 567 Derrida: Phenomenology to 
Deconstruction 

An examination of key themes from Jacques 
Derrida's major works: his critique of traditional 
notions of objectivity and truth, his strategies for 
unmasking presuppositions, his playful style of 
textual interpretation. Particular attention will be 
paid to die impact of Derrida's thought on con- 
temporary literary theory. Not offered 1994-95 

Richard Cobb-Stevens 

PL 577 Introduction to Symbolic Logic (F: 3) 

This is an introduction to modern formal logic 
designed to familiarize students with both the 
methods for expressing ordinary language argu- 
ments in symbolic form and with the various tech- 
niques used to analyze and evaluate the validity 
of arguments expressed in symbolic form. The 
course will cover the following: propositional and 
predicate logic, some of the subtleties involved in 
the way we use ordinary language in reasoning, 
and some of the horizons of twentieth century 
logic such as the interesting paradoxes of self-ref- 
erence, formal systems, and the limits of logic in 
human thought. Thomas S. Hibbs 

PL 584 C.S. Lewis (F: 3) 

Lewis wrote poetry, literary criticism, science 
fiction, fantasy, philosophy, theology, religion, 
literary history, epics, children's stories, histori- 
cal novels, short stories, psychology and politics. 
He was a rationalist and a romanticist, a classicist 
and an existentialist, a conservative and a radical, 
a pagan and a Christian. No writer of our century 
had more strings to his bow, and no one excels 
him at once in clarity, in moral force, and in 
imagination: the true, the good, and the beauti- 



ful. This course is a total immersion experience 
in this remarkable man through his writings — 
aiming not primarily at him but at ourselves and 
our world seen through his eyes. 

Peter J. Kreeft 

PL 593 Philosophy of Science (F: 3) 

An introduction to the various themes concerned 
with the interplay between philosophy and sci- 
ence. The nature of scientific explanations and the 
cognitive status of scientific theories will be con- 
sidered. The roles of induction and deduction in 
scientific discovery will be examined as well as a 
number of metaphysical questions raised by the 
natural sciences such as the ontological status of 
the various entities that make up scientific theo- 
ries. Examples will be considered from both the 
biological and physical sciences, with a particular 
focus on evolutionary theory and modern cosmo- 
logical theories about the universe. 

Patrick H. Byrne 

PL 595 Kant's Critique (F: 3) 

This is an analysis of the major theme of Kant's 
philosophy as expressed in his first critique, in- 
cluding a study of its antecedents and conse- 
quences in the history of philosophy. 

Ronald K Tacelli, S.J. 

PL 602 Philosophy of World Religions (S: 3) 

This is a sympathetic, objective but existential 
comparative exploration of eight of the world's 
higher religions, beginning with readings from 
each religion's own scriptures (data) and conclud- 
ing with interpretation and discussion of ecumeni- 
cal dialogue, especially between East and West. 

Peter J. Kreeft 

PL 607 Seminar: Socratic Dialectic Method: 
Socratic Dialectic and Aristotelian Ordinary- 
Language Logic (F: 3) 

Issues include the following: faith and reason; 
existence, nature and knowability of God; prob- 
lem of evil; predestination and free will; soul and 
immortality; heaven and hell; miracles and resur- 
rection; identity of Jesus; Bible as myth versus 
Bible as history; relation between religion and 
morality; religious experience; comparative reli- 
gions Eastern and Western. Peter J. Kreeft 

PL 608 Humanism and Anti-Humanism 

This course will examine contemporary notions 
of humanism (e.g., Sartre, Heidegger) and the 
critique that has been made of humanism by such 
thinkers as Althusser, Foucault, Derrida and 
Lacan. Not offered 1994-95 

William J. Richardson, S.J. 

PL 613 Heidegger on Truth and Language (S: 3) 

Developments in contemporary philosophy have 
been influenced both by a linguistic turn and a 
critique of foundationalism. To what extent has 
Heidegger contributed to these developments? 
The course will look at a selection of Heidegger's 
writings on truth and language. We will examine 
the internal coherence of Heidegger's views as 
well as their implication for philosophy in the 
wake of metaphysics. The readings will draw on 
Heidegger's earlier as well as later writings. 

Ingrid H. Scheibler 

PL 614 Husserl and Hume 

Descartes and Hume exerted the greatest influ- 
ence on Husserl's development of phenomenol- 
ogy. This course, after beginning with a brief 



exposition of Husserl's version of the phenom- 
enological method, will examine Hume's positive 
impact on Husserl's thought, especiallv in its later 
stages. It is anticipated that Hume's contribution 
to Husserl's turn to radical subjectivism will be 
documented. Not offered 1994-95 

Richard T. Murphy 

PL 615 British Empiricism (F: 3) 

This course introduces British empiricism 
through the epistemological theories of Locke, 
Berkeley, and Hume. Within this historical con- 
text, the representationalist theory of perception 
developed by Locke and criticized by Berkeley 
and Hume will be central. Contemporary discus- 
sions concerning the different interpretations of 
these thinkers will be discussed. 

Richard T. Murphy 

PL 61 8 The Process of Becoming 

Scientific developments such as the theories of 
evolution, relativity, and quantum mechanics have 
forever changed the ways we view reality. This 
course traces the attempts of twentieth-century 
philosophers and theologians such as Bergson, 
Whitehead, Teilhard, and Hartshorne to forge 
new conceptions of reality adequate to these in- 
tellectual breakthroughs. Not offered 1994-95 

Patrick H. Byrne 

PL 620 The Eclipse of the Good: New 
Orientations in Contemporary Ethics 

This course is directed to upper-division under- 
graduate as well as graduate students. It will ex- 
amine major theories in contemporary ethics 
from the perspective that these theories have been 
provoked by novel experiences of evil. Among the 
authors to be considered are Alasdair Maclntyre, 
Michel Foucault, Sigmund Freud, Martha 
Nussbaum, Robert Lifton and Piaget. Not offered 
1994-95 James U \ Bernauer, S.J. 

PL 624 Pascal and Aquinas: Reason and 
Religious Belief 

We will begin by reading selections from the 
writings of Descartes and Locke on the nature of 
reason and on religious belief. We will then turn 
to Pascal's critique of the incipient rationalism of 
early modern philosophy, a critique that is inte- 
gral to his own apology for the Christian faith. 
Having studied Pascal's position, we will turn to 
an alternative account of reason and faith found 
in Aquinas. Some attention will be given to the 
relevant, recent literature in the field of philo- 
sophical theology. Not offered 1994-95 

Thomas S. Hibbs 

PL 625 The Problem of Self- Knowledge (F: 3) 

"The unexamined life is not worth living." 
Socrates' proclamation forms the basic assump- 
tion of this course. However, important develop- 
ments in Western culture have made the approach 
to self-knowledge both more difficult and more 
essential. Students will be invited to discover in 
themselves dimensions of their subjectivity that 
lead to resolution of fundamental issues. The 
work of Bernard Lonergan will serve as a guide. 

Joseph F. Flanagan, S.J. 

PL 626 Hannah Arendt: Learning to Love the 
World 

This course is an examination of Arendt's philo- 
sophical achievement: her treatment of the active 
life of labor, work, action, and the mind's life of 
thinking, willing, judging. The specific theme for 



80 • College of Arts & Sciences • Philosophy 



the course will be this contemporary thinker's 
effort to renew a love for the world and an appre- 
ciation of the worldly traits of those who call it 
home. Not offered 1994-95 

James W. Bernauer, S.J. 

PL 629 Introduction to Hermeneutics 

This course is an examination of the contempo- 
rary problem of hermeneutics in light of its his- 
torical antecedents. The course is for entry-level 
MA students and advanced undergraduates. Not 
offered 1 994-95 1 1 'illiam J. Richardson, S.J. 

PL 632 The Later Heidegger 

Prerequisite: At least two philosophy courses be- 
yond Core and a serious knowledge of Being and 
Time, such as gained from The Heidegger Project 
or its equivalent required 

This course includes an introductory reading 
of representative texts of the later period for be- 
ginning A 1. A. students and advanced undergradu- 
ate majors. Not offered 1994-95 

William J. Richardson, S.J. 

PL 633 Metaphysics: Selected Texts 

This is a diligent examination of selected classi- 
cal metaphysical texts, chosen for intrinsic impor- 
tance and for historical influence. Texts to be 
studied will vary from year to year. Proficiency in 
Greek will be an asset. Not offered 1994-95 

Arthur R. Madigan, S.J. 

PL 634 The Philosophy of Jurgen Habermas 

This is a seminar on the more recent (1981 and 
later) writings of Jurgen Habermas. We will con- 
sider the following topics: the theory of commu- 
nicative action; the theory of modernity; theories 
of law and politics; and aesthetics. Not offered 
1994-95 David M. Rasmussen 

PL 635 William James: Pragmatism (F: 3) 

American pragmatism vigorously rejects all closed 
systems of truth in favor of a dynamic theory of 
truth-in-the-making, which justifies and encour- 
ages free human participation in the completion 
of an unfinished universe. This emphasis upon 
action makes pragmatism the most characteristic 
expression of American life, its civilization and its 
mind. A reading of selected texts from James 
should provide an introduction to this radically 
new account of how the self penetrates and is 
penetrated by the world. Richard Cobb-Stevens 

PL 637 Hegel's Philosophy of Law 

This seminar will consider Hegel's philosophy of 
law from both historical and contemporary per- 
spectives. The seminar will concentrate on a read- 
ing of The Philosophy of Right. Special emphasis will 
be given to Hegel's contribution to the current 
discussion of the relationship between law and 
philosophy. Not offered 1994-95 

David M. Rasmussen 

PL 638 Plato: Selected Dialogues 

A study of several Platonic dialogues, chosen to 
suit the philosophical interests of instructor and 
students. For students with some background in 
Plato. Not offered 1 994-95 

Arthur R. Madigan, S.J. 



PL 640 Evolution of Greek Metaphysics 

A consideration of metaphysics from the specu- 
lations of the Presocratics to the systems of the 
Neoplatonists. Texts to be studied will vary from 
year to year, but the greater part of the course will 
be devoted to metaphysical texts from Plato's dia- 
logues and to Aristotle's Metaphysics. Not offered 
1 994-95 Arthur R. Madigan, S.J. 

PL 641 Ethics and Psychoanalysis 

An examination of the ethical problem as posed 
by psychoanalysis. Not offered 1994-95 

William J. Richardson, S.J. 

PL 643 Great Contemporaries 

A study of one or more authors who have made 
or are making a significant contribution to phi- 
losophy in the twentieth century. The focus will 
be on authors such as Alasdair Maclntyre, Martha 
Nussbaum, and Charles Taylor who (1) assimi- 
late the Western philosophical tradition in a cre- 
ative way; (2) present a substantive and well-ar- 
gued philosophical position; and (3) refine the 
style and enrich the language of philosophy itself. 
Not offered 1 994-95 Arthur R. Madigan, S.J. 

PL 649 Philosophy of Being I (F: 3) 

Starting from a deconstruction of the metaphysi- 
cal tradition, this course will attempt a systematic 
reconstruction in the philosophy of being. It will 
begin with a re-opening of the question of being 
leading into a discussion of the analogy and the 
transcendental properties of being as a way into 
an understanding of the structure of being as it 
presents itself in experience. Oliva Blanchette 

PL 650 Philosophy of Being II (S: 3) 

A continuation of Philosophy of Being I with an 
exploration into finite being, the communication 
of being in the universe, and into the question of 
a totally transcendent universal cause of being 
understood as God and Creator. 

Oliva Blanchette 

PL 680 The Phenomenology of Edmund Husserl 

This is a study of the major themes of Husserl's 
early works: intentionality, time-consciousness, 
the interplay of experience and language, seeing 
as interpretation. The emphasis will be placed 
upon the ontological implications of phenom- 
enology. Not offered 1994-95 

Richard Cobb-Stevens 

PL 681-682 Symbols (Perspectives II) and 
Science (Perspectives IV) 

This is a two-semester, 12-credit course. The 
syllabus is taken from Perspectives II (Modern- 
ism & the Arts) and Perspectives IV (New Scien- 
tific Visions). We will explore the ways in which 
artistic and scientific understanding complement 
and enhance one another. Not offered 1994-95 

Joseph Flanagan, S.J. 

PL 691 Kant's Critique of Judgment (F: 3) 

This seminar will focus on a reading of Kant's 
famous Third Critique. We will also consider con- 
temporary readings of The Critique of Judgment. 
We will also be interested in the impact of this 
work on contemporary aesthetic theory and its 
contribution to recent debates on ethics, politics 
and contemporary democratic theory. 

David M. Rasmussen 



College of Arts & Sciences • Physics • 81 



H 



Y 



FACULTY 

George J. Goldsmith, Professor Emeritus; B.S., 
University of Vermont; M.S., Ph.D., Purdue 
University 

Frederick E. White, Professor Emeritus; A.B., 
Boston University; B.S., Ph.D., Brown Univer- 
sity 

Solomon L. Schwebel, Associate Professor 
Emeritus; B.S., City College of New York; 
M.S., Ph.D., New York University 

Francis A. Liuima, S.J., Assistant Professor 
Emeritus; M.S., Boston College; Ph.D., St. 
Louis University 

Robert L. Carovillano, Professor; A.B., Rutgers 
University; Ph.D., Indiana University 

Joseph H. Chen, Professor; B.S., Saint 
Procopius College; Ph.D., University of Notre 
Dame 

Baldassare Di Bartolo, Professor; Dott. Ing., 
University of Palermo; Ph.D., Massachusetts 
Institute of Technology 

David A. Broido, Associate Professor; B.S., Uni- 
versity of California, Santa Barbara; Ph.D., 
University of California, San Diego 

Krzysztof Kempa, Associate Professor; M.S., 
Technical University of Wroclaw; Ph.D., Uni- 
versity of Wroclaw 

Rein A. Uritam, Associate Professor; Chairper- 
son of the Department; A.B., Concordia Col- 
lege; A.B., Oxford University; A.M., Ph.D., 
Princeton University 

Michael J. Graf, Assistant Professor; B.S., 
Rensselaer Polytechnic Institute; Sc.M., Ph.D., 
Brown University 

Pradip M. Bakshi, Research Professor; B.S., 
University of Bombay; A.M., Ph.D., Harvard 
University 

Gabor Kalman, Research Professor; D.Sc, Israel 
Institute of Technology 

PROGRAM DESCRIPTION 

The Department of Physics offers a rich and com- 
prehensive program of study leading to a B.S. 
degree in physics. This program is designed to 
prepare a student for advanced graduate studies 
and a professional career in physics. Minimum re- 
quirements in the B.S. program are adequate for 
students planning on immediate employment 
upon graduation or undertaking certain career 
directions outside of physics. Courses are in clas- 
sical and modern physics and emphasize physical 
concepts and experimental methods. The labora- 
tory program offers broad experience in experi- 
mental physics and an opportunity to work closely 
with faculty and graduate students on advanced 
research projects. 



The minimum requirements for the physics 
major's program include ten lecture courses in 
physics of which eight ane numbered above 300. 
Among these, six of the following are required: 
PH 303, 401, 402, 403, 41 1, and 420. In addition, 
a physics major must choose at least two of the 
following elective courses: PH 412, 425, 441, 480, 
or 525. The required laboratory courses are PH 
203-204, PH 405^06, and PH 535. In addition, 
especially for students concentrating in experi- 
mental physics, either PH 536 or (with approval) 
PH 538 is strongly recommended. PH 532, Se- 
nior Thesis, is recommended for students plan- 
ning graduate work in physics. Mathematics 
through the level of advanced calculus is required; 
the Mathematics Department offers 4-credit cal- 
culus courses (MT 102, 103, 202, 305) and phys- 
ics majors are encouraged to enroll in these rather 
than in the 3 -credit course sequence. The final re- 
quirement is two approved courses in a science 
other than physics, normally General Chemistry, 
CH 109-110, along with the associated labora- 
tory. 

A physics major with a satisfactory scholastic 
average (3.3 or higher) may apply for entry into 
the Departmental Honors Program. Application 
must be made to the Undergraduate Affairs Com- 
mittee no earlier than the beginning of junior year 
and no later than the first quarter of senior year. 
Each applicant must solicit a faculty advisor to su- 
pervise the proposed research project. Honors 
will be granted upon (1) satisfactory completion 
of a thesis based on the research project; (2) dem- 
onstration through an oral examination of a broad 
comprehension of physics in general and the spe- 
cial field of the thesis. The examining committee 
shall be appointed by the Chairperson and con- 
sist of a two-member faculty Honors Committee 
and one additional examiner from the physics fac- 
ulty or graduate student body. 

Advanced undergraduate physics majors may, 
with the approval of the Chairperson, enroll in 
first-year graduate courses, such asPH 711, 732, 
or 741, described in the Graduate Catalog. 

COURSE OFFERINGS 

Courses numbered below 200 are introductory 
courses directed towards non-science majors. 
These courses have no prerequisites and need no 
mathematics beyond ordinary college entrance 
requirements. Introductory physics courses may 
be used to fulfill the Science Core requirement. 
PH 209-2 10 Introductory Physics I, II (Calculus) 
or PH 211-212 Introduction to Physics I, II (Cal- 
culus) and PH 203-204 Introductory Physics 
Laboratory I, II are required of all biology, chem- 
istry and physics majors. Courses numbered above 
300 are advanced offerings primarily for physics 
majors. 

Introductory Courses (Core) 

PH 115-116 Structure of the Universe I, II 
(F: 3-S: 3) 

An introductory course directed at non-science 
majors. Physical principles are developed and ap- 
plied to our space and astrophysical environment. 



Topics include structure and evolution of the 
solar system, physics of the sun and planets, space 
discoveries, creation and structure of stars and 
galaxies, relativity and cosmology, extraterrestrial 
life, and astronomical concepts. Gabor Kalman 

Krzysztof Kempa 

PH 1 83-1 84 Foundations of Physics I, II 
(F: 3-S: 3) 

This course is an introduction to the principal 
concepts of classical and modern physics. Elemen- 
tary algebra is used in this course but emphasis is 
on physical understanding rather than math- 
ematical manipulation. Topics include mechan- 
ics, electricity and magnetism, heat, sound, optics, 
and some revolutionary 20th century ideas in rela- 
tivity and quantum physics and their application 
to the subatomic world. Recommended Labora- 
tory (optional): PH 101-102. Beth Schaefer 

PH 199 Special Projects (F: S) 

Individual programs of study and research under 
the direction of physics faculty members. Cred- 
its and requirements by arrangement with the 
approval of the Chairperson. The Department 

PH 209-210 Introductory Physics I, II (Calculus) 
(F: 4-S: 4) 

Prerequisite: MT 100-101 (may be taken concur- 
rently) 

A course primarily intended for those major- 
ing in the physical sciences. The principal areas 
of physics will be covered at the introductory level 
with an orientation toward future study of these 
areas. Primary emphasis will be on the following 
classical mechanics, electricity and magnetism, 
and on wave phenomena, thermodynamics, ki- 
netic theory, optics, and topics in modern phys- 
ics. Four lectures per week. Recommended labo- 
ratory (optional): PH 203-204. Michael Graf 

PH 21 1-212 Introduction to Physics I, II 
(Calculus) (F: 4-S: 4) 

Prerequisite: MT 100-101 (may be taken concur- 
rently) 
Corequisite: PH 213-214 

First semester is an introduction to the follow- 
ing: classical mechanics, including Newton's laws, 
energy, angular motion, oscillations and gravita- 
tion, wave motion acoustics, the kinetic theory of 
gases and thermodynamics. Second semester in- 
cludes the fundamentals of electricity and mag- 
netism, electrical and magnetic properties of 
matter, electromagnetism, electromagnetic oscil- 
lations and waves, geometrical optics and optical 
instruments, the wave properties of light, and se- 
lected topics in modern physics. Three lectures 
week. Students must also enroll in the corequi- 
site recitation section, PH 213-214. Recom- 
mended laboratory (optional): PH 203-204 

Rein Uritam 

PH 213-214 Introduction to Physics Recitation 
I, II (F: 0-S: 0) 

Recitation section, corequisite to PH 21 1-212. 
Problem solving and discussion of topics in a 
small-class setting. One hour per week. 

The Department 



82 • College of Arts & Sciences • Physics 



Laboratory Courses 

An asterisk (*) after a course title indicates that the 
course carries a laboratory fee. 

PH 101-102 Basic Laboratory I, II* (F: 1-S: 1) 

A course that provides laboratory demonstration 
of physical principles and demands minimal use 
of mathematics in interpreting the results of ex- 
periments or demonstration experiments. One 
two-hour laboratory period per week. Lab fee re- 
quired. Faying Dong 

PH 203-204 Introductory Physics Laboratory I, 
II* (F: 1-S: 1) 

A laboratory course that provides an opportunity 
to perform experiments on a wide range of topics 
in mechanics, electricity and magnetism, optics, 
acoustics, heat, and modern physics. One two- 
hour laboratory period per week. This lab is in- 
tended for students in PH 209-2 10 or PH 2 1 1- 
212. Lab fee required. George Goldsmith 

PH 405-406 Modern Laboratory Techniques I, 
II* (F: 1-S: 1) 

This course is an introduction to the methods of 
contemporary physics research including the fol- 
lowing: the use of meters, oscilloscopes, electrom- 
eters, photocells, vacuum apparatus, low tempera- 
ture techniques, control circuitry, the application 
of microcomputers to measurement, circuit de- 
sign and construction. Lab fee required. 

George Goldsmith 

PH 535-536 Experiments in Physics I, II* 
(F: 3-S: 3) 

The course includes experiments in optics, solid 
state physics, nuclear physics, spectroscopy, x-ray 
and electron diffraction. Students will carry out 
independent projects aimed at acquiring a sound 
understanding of both the physical principles in- 
volved in each subject area, and of the principles 
and problems of modern experimental physics. 
Lab fee required. George Goldsmith 

PH 538 Projects in Experimental Physics* 
(F, S: 3) 

Prerequisite: Permission of Chairperson 

This course involves a major individual re- 
search problem in an area such as atomic, nuclear, 
or solid state physics. Project approval must be 
obtained prior to the beginning of the semester, 
usually at the time of pre-registration. Lab fee re- 
quired. The Department 

Elecrives (Primarily for Majors) 

PH 303 Introduction to Modern Physics (F: 4) 

This course is a transition between introductory 
and advanced physics courses, for science majors. 
The basic subject matter includes the two princi- 
pal physical theories of the twentieth century, 
relativity and quantum mechanics. Included are 
the following: the Lorentz transformation, kine- 
matic consequences of relativity, origin of the 
quantum theory, one-dimensional quantum me- 
chanics, quantum mechanics of a particle in three 
dimensions, applications to the hydrogen atom 
and to more complex atoms, molecules, crystals, 
metals, and semiconductors. Krzysztof Kempa 

PH 399 Scholar's Project (F: S) 

This course is reserved for physics majors selected 
as Scholars of the College. Content, require- 
ments, and credits by arrangement with the 
Chairperson. The Department 



PH 401 Mechanics (S: 4) 

This course includes the following: classical me- 
chanics at the intermediate level; particle dynam- 
ics and oscillations in one dimension; conserva- 
tive forces and principles; energy, momentum and 
angular momentum; particle dynamics, orbit 
theory and stability for central forces; the Kepler 
problem; Rutherford scattering; accelerating 
frames of reference; rigid body dynamics; and an 
introduction to Lagrange's equations. 

Ki ~ ysztof Kempt i 

PH 402-403 Electricity and Magnetism I, II 
(F: 3-S: 3) 

This course includes the following: electricity 
and magnetism at the intermediate level; 
electrostatics; Laplace's equation; magnetostatics; 
Maxwell's equations; electromagnetic waves; elec- 
tron theory; dispersion; theory of the dielectric 
constant and electromagnetic radiation. 

Joseph Chen 

PH 41 1 Atomic and Molecular Physics (F: 4) 

This is a course at the intermediate level that in- 
cludes the following: simple and multi-electron 
atoms; the Schrodinger equation; the Pauli prin- 
ciple; atomic spectra, Zeeman and Stark effects; 
selection rules; x-rays and molecular physics. 

Baldassare Di Baitolo 

PH 412 Nuclei and Particles 

This is a course at the intermediate level that in- 
cludes the following: structure of the nucleus; the 
neutron; the deuteron; alpha decay; beta decay; 
nuclear models; nuclear reactions; collision 
theory; nuclear forces; high energy physics; sys- 
tematics and properties of elementary particles 
and symmetries. Offered 1995-96 

The Department 

PH 420 Statistical Mechanics and 
Thermodynamics (F: 3) 

This course includes the laws and theorems of 
thermodynamics; revisibility and irreversibility; 
change of phase; entropy; ideal gases and real 
gases; Maxwell-Boltzmann distribution; Fermi- 
Dirac statistics; Bose-Einstein statistics; and the 
statistical basis of thermodynamics. 

Michael Graf 

PH 425 Introduction to Solid State Physics (S: 3) 

Prerequisite: MT 100-101 and one year of phys- 
ics 

This is a survey of solid state physics, includ- 
ing the following: crystal structure; phonons and 
lattice vibrations; band theory; thermal, optical, 
electrical and magnetic properties of solids and 
superconductivity; and the physical characteriza- 
tion of materials. Open to all science majors. 

David Broido 

PH 441 Optics (S: 3) 

This course is a modern treatment of geometri- 
cal and physical optics, with emphasis on contem- 
porary topics including applications. It includes 
the following topics: optical systems, Frauenhofer 
and Fresnel diffraction, interference and polariza- 
tion, Fourier transform spectroscopy, holographs, 
and lasers. Joseph Chen 

PH 480 Introduction to Mathematical Physics 

(F:3) 

This course includes determinants and matrices 
and their application to the solution of linear dif- 
ferential equations. Other areas to be studied in- 



clude Fourier series, Laplace and Fourier trans- 
forms. Offered 1995-96 The Department 

PH 525 Plasma Physics (F: 3) 

Prerequisites: PH 402, MT 204 or 201 

This course is an introduction to the study of 
many charged particle classical systems. It in- 
cludes the following: motions of single particles; 
plasma as a fluid; interaction of plasma and waves; 
the properties of the plasma diffusion; resistivity 
and stability; an introduction to kinetic theory; 
and problems related to fusion. 

The Department 

PH 532 Senior Thesis (S: 3) 

A semester-long project in the course of which a 
student carries out an investigation and research 
of an original nature or formulates a mature syn- 
thesis of a topic in physics. The results are pre- 
sented as a written thesis, which the student will 
defend in an oral examination. This course is 
highly recommended for majors considering 
graduate study in physics. Rem Uritam 

PH 599 Readings and Research in Physics (F, S) 

Individual programs of study and research for 
advanced physics majors under the direction of a 
physics faculty member. Credits and require- 
ments are by arrangement with the approval of the 
Chairperson. The Department 



College of Arts & Sciences • Political Science • 83 



Political Science 



FACULTY 

Peter S. H. Tang, Professor Emeritus; A.B., Na- 
tional Chengchih University; A.M., Ph.D., Co- 
lumbia University 

Christopher J. Bruell, Professor; A.B., Cornell 
University; A.M., Ph.D., University of Chicago 

Robert K. Faulkner, Professor; A.B., 
Dartmouth College; A.B., Oxford University; 
A.M., Ph.D., University of Chicago 

Donald L. Haftier, Professor; A.B., Kalamazoo 
College; Ph.D., University of Chicago 

Marc K. Landy, Professor; A.B., Oberlin Col- 
lege; Ph.D., Harvard University 

David Lowenthal, Professor; A.B., Brooklyn 
College; B.S., New York University; A.M., 
Ph.D., New School for Social Research 

Marvin C. Rintala, Professor; A.B., University 
of Chicago; A.M., Ph.D., Fletcher School of 
Law and Diplomacy 

Kay L. Schlozman, Professor; A.B., Wellesley 
College; A.M., Ph.D., University of Chicago 

William Schneider, O'Neill Professor; B.A., 
Brandeis College; Ph.D., Harvard University 

Robert Scigliano, Professor; A.B., A.M., Uni- 
versity of California at Los Angeles; Ph.D., 
University of Chicago 

Donald S. Carlisle, Associate Professor; A.B., 
Brown University; Ph.D., Harvard University 

David A. Deese, Associate Professor; B.A., 
Dartmouth College; M.A., xM.AL.D., Ph.D., 
Fletcher School of Law and Diplomacy 

Dennis Hale, Associate Professor; Chairperson 
of the Department; A.B., Oberlin College; 
Ph.D., City University 

David R. Manwaring, Associate Professor; A.B., 
A.M., University of Michigan; Ph.D., Univer- 
sity of Wisconsin 

Robert S. Ross, Associate Professor; B.A., Tufts 
University; M.A., Ph.D., Columbia University 

Susan M. Shell, Associate Professor; B.A., 
Cornell University; Ph.D., Harvard University 

John T. Tierney, Associate Professor; A.B., 
Johns Hopkins University; Ph.D., Harvard 
University 

Kenji Hayao, Assistant Professor; A.B., 
Dartmouth College; Ph.D., University of 
Michigan, Ann Arbor 

Duane Oldfield, Assistant Professor; B.A., Reed 
College; M.A., Ph.D., University of California 

Jennie Purnell, Assistant Professor; B.A., 
Dartmouth; Ph.D., Massachusetts Institute of 
Technology 



PROGRAM DESCRIPTION 

Students majoring in Political Science are pre- 
pared for political and administrative careers, for- 
eign service, law, journalism, graduate work, and 
teaching in the social sciences. 

Requirements: Majors usually take Fundamen- 
tal Concepts of Politics (2 semesters) as their first 
course. At least eight (8) electives are to be taken, 
including one from each subfield: American Gov- 
ernment, Comparative Government, Political 
Theory and International Politics. 

Departmental Honors 

The Department of Political Science sponsors an 
honors program for a small number of junior and 
senior majors. Admission to the honors program 
is by invitation of the Department and is based on 
the GPA in the major and overall GPA. 

Students in the honors program are also ex- 
pected to take a total of two honors seminars dur- 
ing their junior and senior years, in addition to 
the ten courses required for the major. These 
seminars, considered electives in the major, do not 
exempt students from the requirement of taking 
one course in each of four subfields. Honors semi- 
nars receive a special designation on the tran- 
script. 

To graduate with one of the two highest lev- 
els of departmental honors, students must com- 
plete twelve courses within the Department, in- 
cluding two honors seminars, and they must write 
an honors thesis. The level of departmental hon- 
ors depends upon the quality of work in the the- 
sis, the honors seminars, and general course work. 
Students who choose not to write the thesis but 
who have taken twelve courses and demonstrated 
excellence in the major and in the two honors 
seminars, are eligible for the lowest level of de- 
partmental honors. 

COURSE OFFERINGS 

Core Courses 

For freshmen and sophomores; juniors and se- 
niors by department permission only. Note: 
These are the only departmental courses open to 
freshmen. 

PO 041-042 Fundamental Concepts of Politics 
(F: 3-S: 3) 

This is an introduction to governments, political 
ideas and theories, and the study of politics. For 
majors only. Counts toward Core requirement 

Kathleen Bailey 

Christopher Bruell 

Dennis Hale 

Kenji Hayao 

Marc Landy 

Jennie Purnell 

Duane Oldfield 

PO 061 American Politics: The Organization of 
Power (F: 3) 

This course examines how constitutional struc- 
ture and procedure operate to allocate power and 
influence among competing interests in society. 
Stress is on those aspects of the system that make 
it work the way it does, and on the moral pros and 



cons of both process and results. Counts towards 
Core requirement. For non-majors. 

David R. Manwaring 

PO 062 American Politics: Major Issues of 
Public Policy (S: 3) 

This is a survey of public policies in selected ar- 
eas (including monopoly control, labor-manage- 
ment relations, protection and promotion of civil 
rights, land and water management, social wel- 
fare, delivery of health and education services). 
Examination of cultural, social and political fac- 
tors will attempt to demonstrate how public poli- 
cies are defined, resolved and administered, and 
by whom. Counts towards Core requirement. For 
non-majors. Marie Natoli 

Special Undergraduate Courses 

PO 281 or 282 Individual Research in Political 
Science (F, S: 3) 

Prerequisite: Permission of instructor 

This is a one-semester research course di- 
rected by a Department member that culminates 
in a long paper or some equivalent. 

The Department 

PO 291-292 Honors Thesis in Political Science 
(F, S: 3) 

The Depaitment 
PO 295-296 Honors Seminar (F: 3-S: 3) 

The Department 

Undergraduate Electives 

Prerequisite: Sophomore standing or higher 
Undergraduate seminars, listed at the end of each 
of the four fields, meet once a week and are lim- 
ited to 20 students. Prerequisite: Junior standing 
or higher. 

American Politics 

PO 302 American National Government (S: 3) 

This is a survey of American national government 
and politics. Among the topics treated are the 
following: the constitutional founding, Congress, 
the Presidency, the Supreme Court, political par- 
ties and elections, and civil liberties and equality. 

Robert Scigliano 

PO 303 The Modern Presidency (F: 3) 

This is an investigation of the development of the 
Presidency in the twentieth century. Special at- 
tention will be given to the manner in which the 
activist presidents from Franklin Roosevelt to 
Ronald Reagan have attempted to reconcile the 
role of domestic steward with that of world leader. 
Note: Not open to students who have taken PO 
317. Marc Landy 

PO 307 Environmental Law (S: 3) 

This course is designed to introduce students to 
the intricacies and structure of legal mechanisms 
and remedies available in the important and ex- 
panding field of environmental law. Environmen- 
tal law covers virtually every area of the legal sys- 
tem-from common law litigation and constitu- 
tional claims to cutting-edge issues of complex 
government agency regulations and the creation 
and enforcement of international legal norms. 
The course is offered by two-person teams from 
the law school under the supervision of law school 
Prof. Zygmunt Plater. Zygmunt Plater 



84 • College of Arts & Sciences • Political Science 



PO 308 Public Administration (S: 3) 

This course will examine the behavior of public 
administrative agencies at all levels of govern- 
ment, with a focus on the federal bureaucracy. 
\mong the topics covered are the following: theo- 
ries of organization and administration, leader- 
ship, communication, budgeting, administrative 
law. personnel practices and public unionism. 
Among the major themes of this course are the 
following: Is there an American science of admin- 
istration? What is the relationship between a 
country's administrative culture and its political 
culture? WTiat is bureaucracy for, and where did 
it come from? Are the sins of bureaucracy inevi- 
table, or can bureaucracy be reformed to make it 
easier to live with? Dennis Hale 

PO 31 1 Urban Politics (S: 3) 

This is a general survey of the political institu- 
tions, decision-making processes, and public poli- 
cies of urban areas. Among the topics treated are 
the economic and political development of the 
urban community; the nature of political cleav- 
age and conflict in urban areas; the institutions 
and decision-making processes of urban govern- 
ments; the public policies of the cities; and an 
assessment of political alternatives for the govern- 
ing of urban areas. Duane Oldfield 

PO 312 Women in Politics (S: 3) 

This course probes the role of women as both 
citizens and political elites in American politics 
and considers the efforts that have been made in 
the past, and are being made today, on behalf of 
their collective political interests. The different, 
and often contradictory, ways that feminist and 
New Right women define what is in the best in- 
terests of women will be investigated. Finally, the 
course analyzes the political controversies sur- 
rounding a number of public policies regulating 
educational opportunity, employment discrimina- 
tion, and sexual harassment. Kay L. Schlozman 

PO 316 Topics in American Politics: The 
President, Congress, and War Power (F: 3) 

A study of the role of the President and Congress 
in foreign policy, particularly with respect to the 
use of military force. The course considers the 
intention of the Founding Fathers and political 
practice from the late eighteenth century to the 
present. Robert Scigliano 

PO 321 American Constitutional Law (F: 3) 

The evolution of the American Constitution 
through Supreme Court decisions is studied, with 
emphasis on the nature and limits of judicial 
power, and the Court's special role as protector 
of individual rights. David R. Manwaring 

PO 338 The American Voter (S: 3) 

This course concerns the American electoral poli- 
tics from the New Deal to the Reagan coalitions. 
The rise of ideology', the decline of party and the 
changing role of class, race, region, gender and 
generation, and the application of mass market- 
ing techniques to political campaigns are consid- 
ered. William Schneider 

PO 349 (CO 290) Politics and the Media (F: 3) 

This course is an analysis of the mass media's 
impact on the workings of the American political 
system. Explored will be such topics as the media's 
interaction with political institutions, its role in 
campaigning, its use by office holders and politi- 



cians, its effect upon recent events in the politi- 
cal arena, e.g., its treatment of terrorism, violence, 
riots, etc. Marie Xatoli 

PO 355-356 Internship Seminar: Policy and 
Administration in State and Local Government 
(F, S: 6) 

This is a program of study based upon work ex- 
perience in legislative, executive, and administra- 
tive offices in Greater Boston. The formulation 
of policy, the nature of responsibility, and the role 
of bureaucracy in state and local communities will 
be examined with the help of community officials. 
Admission to this course is by application only. 
Juniors and seniors are selected on a competitive 
basis, based on their fitness for assignment to 
public offices. Marie Natoli 

PO 359 Seminar: Religion in American Politics 

(F:3) 

This seminar will examine key questions concern- 
ing the relationship between religion and politics 
in the United States. What is the proper line, if 
any, that should separate religious and political 
activities? How has conflict among religious 
groups helped shape American political develop- 
ment? How are religious and partisan divisions 
related? Does American religion work to support 
or to undermine the functioning of American 
democracy? Duane Oldfield 

PO 376 Seminar: Current Constitutional Issues 

(F:3) 

The ongoing debate over how to interpret the 
Constitution is examined through scholarly writ- 
ings and decisions of the U.S. Supreme Court. 
The course includes the following issues: activ- 
ism versus restraint; originalism versus the living 
Constitution; tradition, moral consensus and pre- 
cedent as sources/limits of constitutional prin- 
ciple. Some background in constitutional law is 
desirable. David R. Manivaring 

Comparative Politics 

PO 405 Politics in Western Europe I (F: 3) 

This course introduces a comparison of national- 
level politics in Western Europe by comparing 
politics in Britain and France (including the 
Third, Fourth, and Fifth Republics). Special at- 
tention will be given to the most important so- 
cial forces, such as nationalism, religion, and so- 
cial class, working through the most important 
political institutions, such as elections, parties, and 
parliamentary government. Marvin Rintala 

PO 406 Politics in Western Europe II (S: 3) 

This course introduces comparison of national- 
level politics in Western Europe by comparing 
politics in Germany (including the Imperial, 
Weimar, National Socialist, and present German 
political systems), to the politics in Sweden, and 
Switzerland. Special attention will be given to the 
most important social forces, such as nationalism, 
religion, and social class, working through the 
most important political institutions, such as elec- 
tions, parties, and parliamentary government. 

Marvin Rintala 

PO 409 Soviet Politics: From Lenin to Yeltsin 
(F:3) 

This course analyzes the Soviet political system 
from its 1917 origin through its 1991 collapse. 
Leninism and Stalinism will be analyzed. The 
Khrushchev and Brezhnev periods will be exam- 



ined. Gorbachev's and Yeltsin's roles in the de- 
mise of the USSR will be studied in detail. Finally, 
post Soviet politics and the Yeltsin years will be 
explored. Donald S. Carlisle 

PO 416 Introduction to Chinese Politics (F: 3) 

This course describes the People's Republic of 
China after 1949. The focus is on political institu- 
tions, the policy-making process, and state-soci- 
ety relations. The course also includes a brief in- 
troduction to Chinese foreign policy. Not open 
to those who have taken PO 410. 

Robert S. Ross 

PO 41 7 Government and Politics of Japan (F: 3) 

This course offers an overview of contemporary 
Japanese politics, designed for students with a 
general interest in Japan as well as for political 
science concentrators. It begins with a brief his- 
torical account and proceeds to discussions of 
Japanese culture and society, electoral politics, de- 
cision-making structures and processes, and pub- 
lic policy issues in both domestic and foreign af- 
fairs. Kenji Hayao 

PO 423 From Empires to Nations (S: 3) 

This course is an analysis of the emergence, main- 
tenance and decline of the major imperial systems. 
The bureaucratic empires of antiquity, including 
the Chinese and Roman enterprises, will be 
treated. Modern continental empires such as the 
Austro-Hungarian and Russian will be dealt with, 
as well as the British and French overseas impe- 
rial experiences. Contemporary problems, includ- 
ing Soviet and American issues and the emergent 
nation-states of the so-called Third World, will 
be discussed. Donald S. Carlisle 

PO 428 Politics in Latin America (F: 3) 

This course examines Latin American politics in 
a comparative and historical context, using 
Mexico, Brazil, Chile, and Cuba as case studies. 
The course will focus on political institutions and 
actors, including the state, political parties, the 
military, and social groups, as well as on the dy- 
namics of political change, including elections, 
military coups, revolutions, and social move- 
ments. Jennie Puruell 

PO 435 Politics and the Movies: Heroes and 
Heroism (S: 3) 

This course examines the portrayal of Heroes, 
Heroines, and Heroism in the Movies. The class 
will view films that depict model characters and 
perennial problems that are political in nature or 
closely related to politics. Historically based films, 
including the so-called Epics, will be analyzed in 
terms of these themes as well as for their treat- 
ment of ethical dilemmas and recurring philo- 
sophical questions. Required readings will supple- 
ment the movies in order to provide perspective 
on the context, events, and individuals presented 
in the films. Two hour sessions will be used for 
class viewing of movies as well as for lectures and 
discussions. Donald S. Carlisle 

PO 437 Political Change in the Third World 

(F:3) 

This course examines the dynamics of political 
change in the developing countries of Africa, 
Latin America, and the Middle East. The first 
section is an overview of state-society relations; 
the second section focuses on Third World ex- 
periences with democracy, dictatorship, and revo- 



College of Arts & Sciences • Political Science • 85 



lution; the third section examines the impact of 
gender, ethnicity and religion on political conflict; 
and the fourth section focuses on policy issues, 
including famine, population, the environment, 
and urbanization. Jennie Pimiell 

PO 438 (HS 272) Introduction to Russian, 
Soviet and East European Studies (F: 3) 

This course provides the student with the key 
themes, theories and approaches necessary for 
further detailed study of Russia, the former 
USSR, and the East European states. The major 
findings and methods used by specialists in vari- 
ous disciplines will be previewed and presented. 
Not open to those who have taken PO 080. 

DonaldS. Carlisle 
Raymond T. McNally 

PO 439 Leadership in Europe (F: 3) 

This course centers on the questions: What is 
leadership? What kinds of leadership are there? 
These questions will be answered both analyti- 
cally and empirically. The data will come partly 
from studies of political elites in modernizing 
and modern Europe and partly from the careers 
of some European leaders, including Lloyd 
George, Churchill, and Thatcher in Britain; 
Blum, Mendes-France, de Gaulle, and Mitterrand 
in France; Bismarck, Hitler, Adenauer, and 
Brandt in Germany. Marvin Rintala 

PO 442 The Political Institutions of Western 
Europe (S: 3) 

This course examines the most powerful institu- 
tions in the political process of democratic politi- 
cal systems in Western Europe, beginning with 
that institution that is closest to the people-elec- 
tions-and moving through parties, legislatures, 
and executives to that institution that is furthest 
from the people-the state. Marvin Rintala 

PO 461 Seminar: Power and Personality (S: 3) 

This seminar examines both the significance of 
personality in seeking, exercising, obtaining, and 
losing power and the significance of seeking, ob- 
taining, exercising, and losing power for person- 
ality. Class discussion will focus first on certain 
analytical, including psychoanalytical, hypotheses 
about the relationship between power and person- 
ality, then on applying and testing these hypoth- 
eses in psychobiographies of particular powerful 
persons such as Woodrow Wilson, Winston 
Churchill, and Adolf Hitler, and finally on student 
research projects. Marvin Rintala 

PO 465 Seminar: Modern Mexican Politics (S: 3) 

This seminar focuses on twentieth century poli- 
tics in Mexico. The first section deals with the 
social and political transformations brought about 
through the Mexican Revolution; the second deals 
with the creation and consolidation of the post- 
revolutionary state, with an emphasis on state- 
society relations; and the third section deals with 
contemporary challenges to one-party rule, in- 
cluding the role of opposition parties as well as a 
wide range of popular movements. 

Jennie Pun/ell 

International Politics 

PO 501 International Politics (F: 3) 

The nation-state system, its principles of opera- 
tion and the bases of national power and policy 
are examined. This course serves as an introduc- 
tion to the study of international politics. 

Donald L. Hafner 



PO 504 International Politics of Europe (S: 3) 

This course is an analysis of international relations 
among European nations in recent decades, fo- 
cusing particularly on the rise of Europe as a 
major international actor and the problems of 
building a new European community following 
the demise of the Soviet Union. 

Donald L. Hafner 

PO 507 The International Political System (S: 3) 

This course examines the behavior of countries 
in international politics, including the nature of 
the international system and the decision-making 
process within states. It examines such issues as 
the sources of power, the causes and implications 
of the security dilemma, the dynamics of alliances, 
the causes of war, international political economy, 
and the dilemmas of world order. Not open to 
students who have taken PO 501. Robert Ross 

PO 514 Great and Local Powers in East Asia 

(F:3) 

This is an introduction to international relations 
of East Asia since World War II, with a focus on 
the diplomacy of Japan, China, and other powers 
and the emergence and resolution of regional 
conflicts, including the Korean and Vietnam wars. 

Robert S. Ross 

PO 516 American Foreign Policy (F: 3) 

This course will examine the distinctive ways in 
which the American public and policy-makers 
have understood and applied principles of inter- 
national politics during our nation's history. The 
domestic political as well as the intellectual foun- 
dations of American international behavior will be 
studied. Donald L. Hafner 

PO 520 (EC 396) (HS 192) (RL 300) The 
European Community (Summer: 3) 

This interdisciplinary course is taught by Profes- 
sors David Deese, Political Science; Jeffrey Howe, 
Fine Arts; Frank Murphy, History; Robert 
Murphy, Economics, and a wide range of officials 
from the European Community and professors 
from the University of Louvain. The thematic 
focus is the European Community's single inter- 
nal market. Students live and attend classes at the 
Irish Institute of European Affairs in Louvain, 
which is a 20 minute train ride northeast of Brus- 
sels, Belgium. Course units include historical and 
cultural roots of the European Community; the 
economics of integration; the political roots and 
motivations of the Community; the institutions 
and legal process; and selected art and architec- 
ture of Belgium and Europe. David A. Deese 

PO 553 Seminar: U.S.-Japan Relations (S: 3) 

How the current crisis in the U.S.-Japan relation- 
ship is handled is likely to affect people across the 
globe. This course analyzes the important fac- 
tors — historical, strategic, economic, and politi- 
cal — affecting the current relationship and then 
considers how the relationship can and should be 
handled in the future. Kenji Hayao 

PO 563 Seminar: Chinese Foreign Policy (S: 3) 

This course is a comprehensive analysis of the 
People's Republic of China's foreign policy since 
1949. It focuses on the historical, international, 
and domestic sources of Chinese policy towards 
the superpowers and towards its Asian neighbors. 
The course also covers the instruments of Chi- 
nese foreign policy, including use of force and 
economic diplomacy. Robert S. Ross 



Political Theory 

PO 606 Foundations of Modern Political 
Philosophy (S: 3) 

The course will glance at the post-modernist cri- 
tique of modern life, by Foucault and Heidegger, 
and then reconsider the stages in the development 
of modern thought articulated by Nietzsche, 
Kant, and Machiavelli. Robert K. Faulkner 

PO 608 Introduction to Political Philosophy 

(S:3) 

Can one know what is good and what is the best 
political order? This course includes a careful 
consideration of a few leading inquiries, especially 
in shorter writings of Plato, Machiavelli, and re- 
cent political thinkers. Robert K. Faulkner 

PO 627 Shakespeare's Political Wisdom I (F: 3) 

This is a study of King Lea?; Hamlet and Measure 
for Measure. David Lowentbal 

PO 628 Shakespeare's Political Wisdom II (S: 3) 

Four other Shakespearean plays studied with care. 
This course can be taken independently of PO 
627. David Lowentbal 

PO 645 Kant's Political Thought (F: 3) 

This course is a study of the political philosophy 
of Kant and its bearing on American political 
thought and practice. Part of the course will be 
devoted to various recent attempts to re-conceive 
and/or revive American liberalism along Kantian 
lines. Susan Shell 

PO 646 Socrates on Love and Politics (F: 3) 

This is a study of Xenophon's Symposium and 
Plato's Symposium, the two great classical treat- 
ments of love and politics. Christopher Bruell 

PO 662 Seminar: Politics and Education (S: 3) 

This course is an examination of politics and edu- 
cation. Readings include Plato, Locke, and con- 
temporary authors. Susan Shell 

PO 664 Seminar: The Mind of the Founders 

(S:3) 

Selections from John Locke, Montesquieu and 
Blackstone are intended to illuminate the thought 
underlying the American constitutional order. 

David Lowentbal 

PO 666 Seminar: Politics, Art and Literature: 
The Russian Experience (S: 3) 

Central attention in this seminar is directed to the 
role of the intellectual, especially the writer and 
artist, in Russian and Soviet history. The inter- 
action of culture and politics will be examined. 
The unfolding of the Russian political mind will 
be traced through the Muscovy, the Tsarist and 
the Soviet periods. Major focus in the course will 
be on the emergence and transformation of the 
Russian intelligentsia as reflected in political 
thought, literature, and the arts. Some of the in- 
dividuals who will be dealt with are Rublov, 
Pushkin, Dostoyevsky, Tolstoy, Gorky, Lenin, 
Trotsky, Zamiatin, Eisenstein, Pasternak, and 
Solzhenitsyn. DonaldS. Carlisle 

PO 671 Seminar: Liberalism in Politics and Law 

(F:3) 

This is a study of the development of liberal 
thought, with readings from Locke, Blackstone, 
and other theorist of law. Robert K. Faulkner 



86 • College of Arts & Sciences • Psychology 



Psychology 



FACULTY 

Marc A. Fried, Professor Emeritus: B.S., City 
College of New York; Ph.D., Harvard Univer- 
sity 

Ali Banuazizi, Professor; B.S., University of 
Michigan; A.M., The New School for Social 
Research; Ph.D., Yale University 

Randolph Easton, Professor; B.S., University of 
Washington; A.AL, Ph.D., University of New 
Hampshire 

Marianne LaFrance, Professor; A.B., University 
ot Windsor; A.M., Ph.D., Boston University 

G. Ramsay Liem, Professor; A.B., Haverford 
College; Ph.D., University of Rochester 

Michael Numan, Professor; B.S., Brooklyn Col- 
lege; Ph.D., University of Chicago 

William Ryan, Professor; A.B., Ph.D., Boston 
University 

Ellen Winner, Professor; A.B., Radcliffe Col- 
lege; Ph.D., Harvard University 

Daniel J. Baer, Associate Professor; A.B., LaSalle 
College; A.M., Ph.D., Fordham University 

Norman H. Berkowitz, Associate Professor; 
A.B., University of Massachusetts at Amherst; 
A.M., Ph.D., Boston University 

Hiram H. Brownell, Associate Professor; A.B., 
Stanford University; M.A., Ph.D., Johns 
Hopkins University 

Donnah Canavan, Associate Professor; A.B., 
Emmanuel College; Ph.D., Columbia Univer- 
sity- 
Peter Gray, Associate Professor; A.B., Columbia 
University; Ph.D., Rockefeller University 

Michael Moore, Associate Professor; A.B., A.M., 
Ph.D., Harvard University 

Gilda A. Morelli, Associate Professor; B.SC, 
University of Massachusetts, Boston; Ph.D., 
University of Massachusetts, Amherst 

Karen Rosen, Associate Professor; B.A., Brandeis 
University; Ph.D., Harvard University 

M. Jeanne Sholl, Associate Professor; Chairper- 
son of the Department; B.S., Bucknell Univer- 
sity; M.S., Idaho State University; A.M., Ph.D., 
Johns Hopkins University 

Joseph J. Tecce, Associate Professor; A.B., 
Bowdoin College; M.A., Ph.D., Catholic Uni- 
versity of America 

John Mitchell, Assistant Professor; B.A, M.A., 
Queens University, Canada; Ph.D., Concordia 
University, Canada 

Nadim Rouhana, Assistant Professor; B.A., Uni- 
versity of Haifa; M.A., University of Western 
\ustralia; Ph.D., Wayne State University 

Kavitha Srinivas, Assistant Professor; B.A., Ban- 
galore University; M.S., Purdue University; 
Ph.D., Rice University 



PROGRAM DESCRIPTION 

The undergraduate program in Psychology is 
designed to meet the needs of three classes of stu- 
dents: (1) those who wish a sound cultural back- 
ground in the study of behavior; (2) those who 
wish to acquire a thorough undergraduate train- 
ing in psychology, as majors, in anticipation of 
professional graduate study; and (3) those who 
wish a basic understanding of human behavior as 
a supplement to some other major field of con- 
centration. 

The Psychology Department urges its majors 
to seek Psychology faculty advisement prior to 
each University Registration period and Psychol- 
ogy faculty to provide expanded office hours for 
this purpose. 

Students majoring in Psychology must meet 
the following requirements: 

• Introduction to Psychology, taken as soon 
as possible after entering the major. These 
courses — Introductory Psychology I (PS 073) and 
Introductory Psychology II (PS 074) — may be 
taken in either order, (however students are ad- 
vised that taking PS 073 before PS 074 is pre- 
ferred.) 

• Statistics (PS 190) in their second or third 
year. 

• One of the various research practica in ei- 
ther their third or fourth year. (See 300-level 
courses, below.) 

Each research practicum course satisfies the 
departmental research methods requirement. 
Under faculty supervision, students will be ex- 
pected to complete a research study or a more lim- 
ited series of research exercises. Through such 
activities, students will participate in hypothesis 
development and testing, the development of a re- 
search design, the construction and/or application 
of measurement procedures, data analysis, and the 
reporting of research findings. Course require- 
ments include writing a research proposal and a 
final research report. In addition, all students will 
either participate in or attend a Psychology De- 
partment Research Conference each semester. 
Although the practicum courses all share these 
learning objectives, the substantive theoretical 
focus of each differs to permit the student to en- 
gage in research in an area of high interest. Each 
practicum presumes knowledge of theories rel- 
evant to its special focus. For this reason, differ- 
ent prerequisites are specified for each. Classes 
will be limited to twenty or less. 

• At least one elective from the following: Sen- 
sory Psychology (PS 140), Perception (PS 143), 
Learning (PS 144), Cognitive Psychology (PS 
147), Physiological Psychology (PS 150), or Evo- 
lution of Behavior (PS 270). 

• At least one elective from the following 
group: Personality Theories (PS 101), Social Psy- 
chology (PS 131), Developmental Psychology (PS 
136), Abnormal Psychology (PS 139), or Cross- 
cultural Psychology (PS 145). 

• Two additional electives, for a minimum of 
eight Psychology courses. Courses designed pri- 
marily for non majors (those with numbers below 
070) are not to be included among the eight 
counted toward the major. 



• In addition, Psychology majors must take 
two departmentally approved courses in math- 
ematics (MT 004-005, MT 020, MT 1 00-10 1 , or 
any twoMT courses above MT 100-101, with the 
permission of the Department) and two courses 
with laboratories in either Biology (BI 110-112, 
BI 200-202, BI 130-132), Chemistry (CH 131— 
1 32, CH 109-1 10) or Physics (PH 183, 184; with 
lab 101, 102). 

To majors who wish to focus their Psychol- 
ogy curriculum on one of the following areas, the 
following concentrations are available: 

Psychology/Management — Psychology fac- 
ulty advisor: Dr. Norman Berkowitz. 

Psychobiology — Psychology advisors: Drs. 
John Mitchell and Michael Numan. 

In addition, students have the opportunity to 
undertake a five-year, joint Psychology/Social 
Work Master's degree program. Psychology fac- 
ulty advisor: Dr. Michael Moore. 

A minor in Cognitive Science is also available. 
See the section on "Minors" in the College of Arts 
and Sciences section at the front of this catalog. 

Interested students may obtain basic informa- 
tional material from the Psychology main office, 
McGuinn 300-301. 

Senior Thesis 

The Department offers majors the opportunity to 
write a thesis during the senior year. In most cases, 
the thesis will involve original, empirical research, 
although theoretical papers will also be permit- 
ted. Students must obtain the consent of a faculty 
member to serve as their thesis advisor. Those 
who are interested in writing a thesis are encour- 
aged to participate in Independent Study, with a 
prospective thesis advisor during the junior year, 
to develop a thesis proposal. Seniors who are en- 
gaged in writing a thesis may enroll in PS 500, 
Senior Thesis, in either or both semesters. Stu- 
dents whose theses are judged to be of exceptional 
merit will have "Senior thesis passed with honors" 
noted on their University transcripts. The Senior 
Thesis does not fulfill the majors' research meth- 
ods practicum requirement, and students who 
plan to write a thesis are advised to complete their 
practicum before their senior year. 

Psychology Course Numbering 

000-009: Courses for non-majors that do not 
satisfy the Social Science Core requirement and 
do not provide credit toward completion of the 
Psychology major. 

010-069: Courses primarily for non-majors that 
satisfy the Social Science Core Requirement 
but do not provide credit toward completion of 
the Psychology major. 

073-074: Introductory courses that are required 
for Psychology majors and that also satisfy the So- 
cial Science Core requirement for non-majors. 
075-599: Courses primarily for undergraduate 
Psychology majors. These courses do not satisfy 
the Social Science Core requirement for non- 
majors. 

600-699: Courses open to advanced undergradu- 
ates and graduate students. 
700-above: Graduate level courses. 



College of Arts & Scien< i s • Ps^ cholog^ • 87 



Regarding the Social Science Core 
Requirement: 

Non-majors may fulfill the Social Science Core 
requirement with any Psychology course with a 
number between 010 and 074. These are the only 
Psychology courses which fulfill the non-major 
Social Science Core requirement. 

COURSE OFFERINGS 

PS 005 Application of Learning Theory* (F, S: 3) 

Prerequisite: Consent of Learning to Learn Pro- 
gram 

The course is a practicum designed to provide 
students with strategies to improve their analyti- 
cal thinking and performance in academic course 
work. The course presents methods based on re- 
search in the psychology of learning. Practice in 
thinking skills is supplemented with related theo- 
retical readings. Because of federal funding re- 
strictions, course enrollment is limited to students 
who meet federal guidelines for the program. 

Daniel Bunch 
Dacia Gentilella 
K/iiii Uchida 
*This course does not satisfy the Social Science 
( lore requirement and does not provide credit to- 
ward completion of the Psychology major. 

Core Courses 

These courses satisfy the Social Science Core re- 
quirement for non-majors. They may also be 
taken by majors but do not satisfy any of the re- 
quirements for the Psychology major. Each 
course is designed to achieve considerable breadth 
of coverage organized under a guiding theme. 

PS 010 Psychology and Social Issues (F: 3) 
What contributions have psychologists — as theo- 
rists, researchers, and practitioners — made to the 
advancement of our understanding of real-lite 
problems and phenomena? In considering issues 
such as social inequality, religious resurgence, 
family stability, deviance, social conflict, collec- 
tive violence, etc., can we turn to Psychology for 
data and analysis that will be helpful in address- 
ing such problems? Ali Banuazizi 

1 1 'illiam Ryan 

PS 039 Psychological Perspectives on Social 
Justice (S: 3) 

This course will examine the psychological re- 
search and theory on justice in relation to percep- 
tions ot others and of prejudice; the development 
of a sense of justice; justice in close relationships; 
aggression and violence; altruism; social persua- 
sion; justice in the environment; justice in the 
criminal system; justice and the psychological 
bases for peace. Can be taken as a Pulse course 
with field work or as an ordinary classroom 
course. .1 largaret Gorman 

PS 050 Idea of Insanity (F, S: 3) 

Ideas about insanity change dramatically over 
time and space — what causes it, what it is like, 
what to do about it. This course examines some 
of those ideas from different perspectives, with 
side trips into such issues as the philosophical 
problem of mind and body, the sociology of de- 
viance, and such controversies as those surround- 
ing the insanity defense and involuntary confine- 
ment. The course is about ideas, not about insan- 
ity. William Ryan 



PS 055 Fundamentals of Humanistic 
Psychology (F, S: 3) 

An overview of the philosophical and psychologi- 
cal roots of humanistic psychology together with 
a critical examination of the theories and research 
of its chief representatives: Rollo May, Abraham 
Maslow, David Bakan, Carl Rogers, Robert 
Assagioli, etc. \ largaret Gorman 

PS 062 Psychobiology of Mental Disorders 
(F, S: 3) 

Abnormal behaviors that are characteristic of 
mental disorders are discussed with respect to psy- 
chological and biological origins and treatments. 
A relaxation method is practiced in class. Lecture 
format. Joseph J. Tecce 

Note: Social Science Core credit is also provided 
by PS 073 and PS 074 (see Majors' Courses be- 
low). 

Majors' Courses 

The following courses may be taken by both 
majors and non-majors who have fulfilled the 
appropriate prerequisite; however, courses with 
numbers of 075 and above do not satisfy the So- 
cial Science Core requirement for non-majors. 

Note: Courses are listed within general cat- 
egories, (General, Biopsychology, Cognitive Pro- 
cesses, Developmental Psychology, Personality 
and Clinical Psychology, Social Psychology, and 
Tutorials), and appear numerically within each 
category. 

General 

PS 073 Introductory Psychology I (F, S: 3) 

This is one of a two-course introductory sequence 
required for Psychology majors. The course is 
concerned with the biological (genetic, evolution- 
ary, and physiological) bases of behavior and with 
the attempt to characterize in physiological and 
cognitive terms the underpinnings of human 
motivation, emotion, sensation, and thought. 
Pros ides Social Science Core credit. 

Peter Gray 

Gail Martina 

A lichael Nun/an 

PS 074 Introductory Psychology II (F, S: 3) 

This is the second of a two-course introductory 
sequence required for Psychology majors. It can 
be taken without having taken PS 073, but stu- 
dents are advised that taking PS 073 before PS 074 
is preferred. The main purpose of the course is 
to introduce students to the basic questions, per- 
spectives, and methods that characterize the fields 
of developmental, social, cultural, personality 7 , and 
clinical psychology. Provides Social Science Core 
credit. Doimah Canavan 

Peter Gray 
Gilda A. Morelli 

PS 190 Statistics (F, S: 3) 

This course will present an introduction to those 
elementary statistics essential to the conduct of 
scientific research. Topics will include basic prob- 
ability, the normal distribution, standard scores, 
estimation of parameters, hypothesis-testing, t- 
scores, chi-square, analysis of variance, and simple 
correlation and regression. (The section of this 
course offered by Dr. Norman Berkowitz will 
meet for four class hours per week and provide 4 
credits.) Students are required to fulfill a research 



participation requirement. For majors only. 

David Alfeld-Johnson 
I lira in Brawnell 
. Inthony Greene 
Kavitha Srinivas 

PS 500 Senior Thesis (F, S: 3) 

Prerequisite: Consent of the Department 

For majors who are writing seni< >r theses. \ la\ 
be repeated. The Department 

PS 606 Experimental Design and Statistics (F: 3) 

Prerequisite: An undergraduate statistics course 

This course focuses primarily on the design 
of research experiments and the inferential statis- 
tics used to assess their results. Analysis of vari- 
ance techniques will be emphasized which assess 
the main and interactive effects of multiple inde- 
pendent variables on single dependent variables. 

Randolph D. Easton 

PS 621 History and Theories of Psychology 

(F:3) 

This is a survey of the philosophical roots and 
development of psychological thought from the 
Grecian and Medieval periods to the present. 
Included are the following: the emergence of sci- 
ence in the post-Renaissance period and the con- 
tributions of Descartes, Locke, British Empiricists 
and Associationists to the evolution of psychologi- 
cal theory. It is a review of major developments 
in nineteenth-century physiology, Darwin's evo- 
lutionary theory and its consequences for psychol- 
ogy, and the emergence of psychology as an in- 
dependent discipline in Germany and the United 
States. The rise and demise of the major system- 
atic positions in psychology — Structuralism, 
Functionalism, Gestalt, Behaviorism and Psycho- 
analysis. An overview of current theoretical de- 
velopments and controversies in psychology is 
included. Undergraduates who desire to take this 
course must first obtain the permission of the in- 
structor. . lit Banuazizi 

Biopsychology 

PS 140 Sensory Psychology (F: 3) 

Prerequisite: PS 073 

Visual, auditory, and haptic (touch) percep- 
tion will be considered from a sensory or recep- 
tor-function level of analysis. The nature of dif- 
ferent physical energies as well as the physiology 
of the eyes, ears, and limbs will be discussed as 
major topics. Lectures will be supplemented with 
demonstrations and experiments. 

Robert Coopersmith 

PS 1 50 Physiological Psychology (F: 3) 

Prerequisite: PS 073 or BI 1 10-1 12 or BI 200-202 
This course presents an introduction to the 
physiological basis of behavior. Basic neu- 
roanatomy and neurophysiology will be presented 
first. Using this background, the following top- 
ics will be discussed: (1) neuropharmacology and 
the biological bases of mental illness, (2) neu- 
roanatomy and neurochemistry of rew aid and re- 
inforcement, (3) the physiological bases of thirst 
and body water regulation as an example of inte- 
grated homeostatic mechanisms, (4) neuroendo- 
crinology and behavior, which will include discus- 
sions of the hormonal control of reproductive 
behavior and the biological contribution to behav- 
ioral sex differences, (5) the anatomy and physi- 
ology ot learning and memory. Michael Simian 



88 • College of Arts & Sciences • Psychology 



PS 151 Psychopharmacology: Behavior, 
Performance and Brain Function (F: 3) 

Prerequisite: PS 073 

This course is concerned with how and where 
different drugs affect brain function and how this 
influences behavior. Drugs of abuse, such as opi- 
ates and psychomotor stimulants, as well as 
antianxiety, antipsychotic and antidepressant 
medications will be discussed. Discussion, how- 
ever, will not be limited to how different com- 
pounds can control or ameliorate pathological 
conditions; such knowledge contributes to our 
understanding of normal brain function. 

John B. Mitchell 

PS 200 Hormones and Behavior (F: 3) 

Prerequisite: PS 150 or PS 273/BI 481, or permis- 
sion of instructor 

This course will explore the relationships be- 
tween hormones, brain function and behavior. 
Topics will include: Hormones, stress, and dis- 
ease; neural and endocrine bases of seasonal 
breeding; hormonal control of sexual and paren- 
tal behavior; hormones and aggression; the effects 
of hormones on nervous system development and 
behavior. Michael Ntanan 

PS 250 The Physiological Basis of Memory 

(F:3) 

Prerequisite: PS 150 or PS 273; PS 144 is recom- 
mended 

Memory results from lasting changes in syn- 
aptic connections generated by the pattern of neu- 
ronal activity at the time that the memory was 
formed. The modifications that accompany 
memory formation may be as subtle as an altered 
ionic conductance or as conspicuous as the for- 
mation of new syTiapses. This course will present 
a discussion of how memory is encoded, stored 
and retrieved at several levels of biological com- 
plexity: the integrative functions of neural net- 
works or systems, changes at the cellular level, and 
intracellular events that regulate and modify neu- 
ronal activity. Topics given particular emphases 
include the work of Kandel and Alkon on organ- 
isms with simple nervous systems, electrophysi- 
ological models of memory, and recent neural- 
network models of memory. John B. Mitchell 

PS 270 Evolution of Behavior (S: 3) 

Prerequisite: PS 073 or a college course in biology 
This course concerns the biological basis of 
behavior from an evolutionary perspective. It con- 
centrates on the study of behavior in non-human 
vertebrates, with some discussion of invertebrates 
and humans. Although the course will focus on 
the study of behavior as a biological adaptation, 
it also includes a brief consideration of the mecha- 
nistic control of behavior and the psychobiology 
of behavioral development from an evolutionary 
perspective. The course begins with a review of 
the fundamentals of evolutionary theory, behav- 
ior genetics, and the concept of animal species. 
Subsequent topics that are discussed include for- 
aging, territorial, and anti-predator behavior, re- 
productive interactions including parental care, 
communication behavior, mating systems, and 
animal sociality. The course ends with a consid- 
eration of the use of the evolutionary perspective 
for an understanding of human behavioral varia- 
tions. Robert Coopersmith 



PS 301 Research Methods Practicum: 
Biopsychology (S: 3) 

Prerequisites: PS 150 or PS 273; One of the fol- 
lowing: PS 144, PS 151, PS 250 or PS 270 

Students will receive instruction and experi- 
ence in conducting research in biopsychology/ 
behavioral neuroscience. Students individually or 
in small groups, will be involved in the follow- 
ing: formulating a testable hypothesis, experimen- 
tal design, reviewing relevant literature, data col- 
lection, data analysis and reporting their findings 
in both written and oral form. The research will 
address questions such as the effects of experience 
on neurochemical responses, the effects of drugs 
on behavior and learning, the neuroanatomy of 
memory, the operation of neural networks, and 
the relationship between specific brain circuits 
and behavior. The research topics will be decided 
at the beginning of the semester by the individual 
groups in consultation with the instructor. The 
actual research will be conducted on computers, 
rather than using animals as subjects. That is, the 
experiments will involve testing the experimen- 
tal hypotheses using computer models and data 
bases containing information on brain structures, 
functions, and physiological and chemical records. 
Students will not be required to develop their own 
computer programs or models. Seminar format. 
For majors only. John B. Mitchell 

PS 662 Health Psychology (F: 3) 

Prerequisite: Graduate Students: None 
Undergraduate students: Psychobiology of Men- 
tal Disorder (PS 062) or permission of the instruc- 
tor 

The role of psychological and biological fac- 
tors in the cause, treatment, and prevention of 
biomedical disorders is discussed in the context 
of clinical and basic research. A relaxation method 
is practiced in class. Joseph J. Tecce 

Cognitive Processes 

PS 143 Perception (F: 3) 

Prerequisite: PS 073; Recommended: PS 140 

The goal of this course is to account for the 
nature of our conscious, perceptual experience of 
the environment. Two major approaches to per- 
ceptual theory — Helmholtzian constructive infer- 
ence versus Gibsonian direct detection — will be 
compared and contrasted by considering major 
perceptual phenomena. Discussion topics will 
emphasize visual perception and will include per- 
ceptual constancy, perceptual ambiguity, percep- 
tual illusion, intersensory integration, and the 
distinction between perception and mental imag- 
ery. In addition, a developmental approach to 
understanding perception will be stressed in later 
stages of the course. Randolph D. Easton 

PS 144 Learning (S: 3) 

Prerequisite: PS 073 

The question addressed by this course is how 
experience with biologically significant stimuli 
influences the way in which an organism interacts 
with the environment. Although the emphasis will 
be on Pavlovian conditioning and instrumental 
learning in non-human vertebrates, the course 
will take a broad evolutionary approach beginning 
with the simplest forms of learning among inver- 
tebrates and concluding with the implications of 
learning theory for human behavior and behav- 
ior change. The importance of an organism's eco- 



logical niche, and the evolutionary predispositions 
and constraints on learning will be emphasized. 

John B. Mitchell 

PS 147 Cognitive Psychology (F, S: 3) 

Prerequisite: PS 073 

An information processing approach to per- 
ception and thought will be covered. It will be 
assumed that information from the environment 
is processed and transformed by the mind in or- 
der to control complex human behavior. Topics 
to be discussed will include perception contrasted 
with receptor stimulation, encoding processes, 
attention, memory, problem solving, concept for- 
mation, altered states of consciousness, and the 
functionally split brain of man. Michael Moore 

Jeanne Sholl 
Kjivitha Srinivas 

PS 1 83 The Future of Consciousness (F: 3) 

Prerequisite: PS 074 

This course is an examination of the nature of 
consciousness from both eastern and western tra- 
ditions. Selected topics include the following: the 
evolution of consciousness, body consciousness, 
meditation, telepathy, psychokinesis, clairvoy- 
ance, survival phenomena, magic, and ways of 
psychospiritual growth. Daniel Baer 

PS 1 84 Techniques of Behavior Control (S: 3) 

Prerequisite: PS 074 

An applied oriented course with emphasis on 
psychological principles that significantly influ- 
ence behavior. Topics include the following: con- 
ditioning and habit control, brainwashing, reli- 
gious conversion, cults, hypnosis, healing and 
biofeedback. Daniel Baer 

PS 201 Introduction to Cognitive Science (F: 3) 

As an enduring mystery that continues to chal- 
lenge our understanding, the mind has become 
one of the main topics on the agenda of modern 
science. Several disciplines — philosophy, psychol- 
ogy, artificial intelligence, linguistics, neuro- 
science, and anthropology — have a tradition of 
studying different aspects of the mind. This in- 
troductory course will focus on the historical de- 
velopments within these disciplines that have re- 
sulted in the new field called cognitive science. In 
addition, some specific topics will be studied in 
more detail. 

No specific knowledge of the disciplines in- 
volved is required. This course is recommended 
for students interested in the cognitive science 
minor. Joop Schopman, H.F.M., S.J. 

PS 240 (MU 230) Psychology of Music (S: 3) 

Prerequisite: An introductory course in psychol- 
ogy 

What psychological processes underlie musi- 
cal activities such as perception, performance, and 
composition? To what extent is musical skill the 
product of innate talent or dedicated practice? 
Introducing students to the systematic study of 
the musical mind, Psycholog}/ of Music centers on 
three themes. First, the course examines three 
cognitive skills brought to bear in music: produc- 
tion (performance, composition); perception (lis- 
tening); and reflection (critical thinking/judg- 
ment). Second, emphasizing the cultural organi- 
zation of musical thought, the course examines 
how individuals become members of a music cul- 
ture and what are the results of this enculturation. 



College of Arts & Sciences • Psy< :hology • 89 



Third, taking a developmental perspective, the 
course investigates the developmental path of 
musical skills in adults and children, trained and 
untrained in music. 

The course examines theory and research 
stemming from three approaches to the psychol- 
ogy of music (experimental, clinical, and develop- 
mental) and evaluates their contribution to our 
understanding of the musical mind. Bruce Toijf 

PS 243 Introduction to Blindness and Visual 
Impairment (S: 3) 

This course will give students an overview of the 
causes and consequences of total blindness and 
low vision, both congenital and acquired. Impli- 
cations for perception and for psychosocial devel- 
opment and adjustment will be emphasized. The 
service delivery systems for education and reha- 
bilitation will be examined. Simulation of total 
blindness and low vision will be an integral part 
of the course. Billit Louise Bentzen 

PS 261 (SL 361) Psycholinguistics (F: 3) 

This course explores classic issues in the interface 
of language and mind. Topics include language 
acquisition (both by children and by adults); the 
psychological reality of generative grammars; 
versions of the innateness hypothesis; speech pro- 
duction, perception, and processing; and the ques- 
tion of whether animals other than humans com- 
municate through language. 

Requirements: Readings, frequent short exer- 
cises, an experimentally-based term project, mid- 
term and final exams. Some background in Lin- 
guistics or Psychology is desirable. 

Margaret A. Thomas 

PS 263 Topics in the Psychology of 
Consciousness (S: 3) 

Prerequisite: PS 183 

An advanced-level study of states of conscious- 
ness. Topics include the following: the mind-body 
problem, theories of consciousness, the highest 
states of consciousness, myths, the physics of con- 
sciousness, alternate realities and the nature of 
personal reality. Daniel Baer 

PS 31 1 Research Methods Practicum: Cognitive 
Processes (F: 3) 

Prerequisite: PS 143 or PS 147 

In this course students will acquire hands-on 
experience in conducting research designed to 
answer questions such as the following: What 
cognitive factors differentiate people who have a 
poor sense of direction from people who have a 
good sense of direction? How do people mentally 
organize their spatial knowledge of the local en- 
vironment? Why are men generally better at vi- 
sual-spatial tasks than women? How can memory 
ability be enhanced? In the course of conducting 
research, students will learn the principles of good 
experimental design. For majors only. 

Jeanne Sholl 

PS 318 Research Methods Practicum: Cognitive 
Development (S: 3) 

Prerequisite: PS 136 or PS 147 or consent of the 
instructor 

In diis course students will conduct a complete 
experiment that focuses on an important issue in 
cognitive development. Students will be involved 
in all phases of the research process including: 
research design, recruitment of subjects, data col- 



lection, data analysis, and report writing. Research 
projects will be carried out with children. Re- 
search topics may include the following: When do 
young children first attribute mental states (such 
as beliefs) to others? What is the role of decep- 
tion in children's understanding of the mental life 
of others? What factors play a role in children's 
ability to distinguish appearance from reality? A 
range of topics will be discussed at the outset of 
the course, and students will be allowed to rank- 
order their choices. Primary emphasis will be on 
the experimental method. For majors only. 

Kathryn Sullivan 

PS 322 Research Methods Practicum: Memory 

(F:3) 

Prerequisites: PS 147 and PS 190 

This course is an introduction to research 
methods in the area of human memory- Topics 
covered will include hypothesis testing, develop- 
ment of a research question, analysis of data, pre- 
sentation of the data in a form suitable for publi- 
cation, and oral presentation of data in a form 
suitable for a professional conference. Research 
projects will be conducted by small groups of stu- 
dents on issues related to implicit memory and 
object recognition. The projects will require de- 
velopment of stimuli on computers, as well as the 
use of existing software for the control of display 
and timing. For majors only. Kavitha Srinivas 

PS 325 Research Methods Practicum: Imagery 
and Memory (S: 3) 

Prerequisite: PS 143 or PS 147 

When we imagine sights and sounds in our 
mind's eye or our mind's ear, we experience them 
as real-but how are these mental images related 
to percepts? How are auditory images processed 
by our mind/brain? Students in this course will 
learn how to take such questions relevant to the 
study of imagery and memory and turn them into 
informed hypotheses that they will test experi- 
mentally. Additionally, students will gain hands 
on experience in many aspects of the research 
process including: reviewing literature, develop- 
ing a research design, constructing stimulus ma- 
terials, testing subjects, interpreting data, writing 
a research report, and presenting results orally. By 
the end of the course, students should have a good 
working knowledge of research methods and de- 
sign. For majors only. Gail Martino 

Developmental Psychology 

PS 136 Developmental Psychology (S: 3) 

Prerequisite: PS 073 or PS 074 

General psychological issues as they relate to 
the developing child. Topics within the areas of 
personality, social, and cognitive development will 
be considered along with the theoretical and prac- 
tical implications of studying age differences in 
behavior. Michael Moore 

PS 234 Advanced Developmental Psychology 

(F:3) 

Prerequisite: Consent of the professor 

Recommended for juniors and seniors. An 
intensive analysis of issues in developmental psy- 
chology, including infancy, motivation, and cog- 
nition. The student will be responsible for a class 
presentation in an area of his/her choice. 

Michael Moore 



PS 305 Research Methods Practicum: 
Developmental/Cognitive (S: 3) 

Prerequisite: PS 136 or PS 147 

Designed to help students achieve an under- 
standing of the logic of psychological research 
through the hands-on experience of designing and 
conducting a psychological experiment and criti- 
cally interpreting the results. The research will 
focus on issues related to the developing child and 
human thinking. Opportunities tor developmen- 
tal research will depend, in part, upon the avail- 
ability of subjects. For majors only. 

Michael Moore 

PS 315 Research Methods Practicum: Social 
Development (S: 3) 

Prerequisite: PS 136, PS 190 and working knowl- 
edge of the VAX mainframe 

The objectives of the course are first, to pro- 
vide students with the opportunity to become 
knowledgeable in the principles guiding research 
in psychology, especially developmental psychol- 
ogy, through active involvement in designing and 
conducting research. Second, lor students to use 
their knowledge of research methodology to ex- 
amine questions related to understanding the role 
of contextual/cultural factors in guiding social in- 
teraction and development. Areas of research can 
include the study of (1) friendship; (2) parental 
practices, attitudes and beliefs; (3) factors shap- 
ing gender-role development; and (4) arrange- 
ment of children's lives in daycare and home set- 
tings. Topics will vary depending on the availabil- 
ity of children. Research will be conducted using 
primarily observational techniques and structure 
interviews. For majors only. Gilda A. Morclli 

PS 326 Research Methods Practicum: Early 
Childhood Relationships (S: 3) 

Prerequisite: PS 136 

Students will experience a research project 
from start to finish. Beginning with a literature 
review, students will develop empirical questions 
to investigate through analysis of previously vid- 
eotaped interactions of two-and four-year old sib- 
lings and their parents. Students will have the 
opportunity to code tapes, to create numerical 
data, to statistically analyze the data, and to write 
up the results in an A.P.A.-style research report. 
At the end of the semester students will present 
their research at a practicum conference. For 
majors only. Patricia B. Burke 

PS 327 Research Methods Practicum: Field 
Observation Methods (S: 3) 

Prerequisite: PS 136 

This course is designed to provide student 1 ; 
with practical experience conducting Field Obser- 
vation research. Students will work in small 
groups and will participate in all aspects of the 
research process, including reviewing relevant lit- 
erature, designing and conducting a study, ana- 
lyzing and interpreting the data, and presenting 
their results in both written and oral form. Stu- 
dents will use their knowledge to design a stuck 
related to understanding questions of human de- 
velopment, focusing on such topics as (1) 
children's play, (2) teacher-child interactions out 
of the school context, and (3) parent-child inter- 
actions outside the home. For majors only. 

Jay Feldman 



90 



Coi 1 1 ■(,!■ of Arts & Sciences • Psychology 



PS 645 Cultural Context of Child Development 
(S:3) 

Prerequisite: PS 136; PS 145 is strongly recom- 
mended 

The course examines the developing child 
from a cultural perspective. Topics related to the 
role socioculturaJ features play in arranging the 
daily lives of children, and how children appro- 
priate the skills and competencies needed to be 
functioning members of their community will be 
examined. The perspective guiding the selection 
of reading materials is that knowledge emerges by 
active participation in day-to-day routines of the 
community. Topics tor discussion include 
parenting and parental beliefs, gender-role, sib- 
ling and peer relationships, psycholinguistics, 
everyday cognition, and education and the trans- 
mission of knowledge. This course provides Cultural 
Diversity Coir credit. Gilda A. More/li 

Personality and Clinical Psychology 

PS 101 Personality Theories (F: 3) 

Prerequisite: PS 074 

A basic course introducing students to a vari- 
ety of theoretical approaches to the understand- 
ing of character and personality. 

Donnah Canavan 

PS 1 39 Abnormal Psychology (F, S: 3) 

Prerequisites: PS 073 or PS 074 

Beginning with divergent contemporary views 
of the meaning of abnormal in today's world, this 
course will systematically explore the body of 
theory and data relevant to the understanding of 
maladaptive human process. The varieties of ab- 
normal experience and behavior will be discussed, 
and an overview of the current approaches to the 
resolution of the problem of psychopathology will 
be offered. Ramsay Lieut 

Karen Rosen 

PS 209 Clinical Psychology (F: 3) 

Prerequisite: PS 139 

Issues associated with the treatment of psy- 
chological disorders will be examined. The con- 
cepts of normality and pathology will be discussed 
in the context of various models of intervention. 
Several different schools of psychotherapy will be 
covered, with an emphasis on the theoretical as- 
sumptions and practical applications of each per- 
spective. Studies on the effectiveness of psycho- 
therapy will be reviewed. The clinical training and 
professional practices of psychologists will be dis- 
cussed. Karen Rosen 

PS 265 Psychological Assessment (S: 3) 

Prerequisite: PS 074; Recommended: PS 101 

The course will emphasize issues and tech- 
niques of personality and clinical assessment. 
Technical and methodological principles of test 
construction (e.g., the evaluation of reliability and 
validity, as well as the establishment of norms and 
the interpretation of test scores) will receive ex- 
tensive treatment. The survey of specific assess- 
ment procedures will range from traditional de- 
vices, including a variety of structured (objective) 
and unstructured (projective) techniques, to less 
traditional, but increasingly popular, techniques 
of behavioral assessment and sampling. A major 
theme of the course will address the feasibility and 
value of devising and applying techniques of per- 
sonality assessment derived from the experimen- 
tal laboratory. Amy C. Tishelman 



PS 281 Sports Psychology (S: 3) 

Prerequisites: Any Psychology course or consent 
of instructor; juniors and seniors only 

The course will include the following: (1) the 
assessment of individual and team psychological 
factors that interfere with peak performance, (2) 
various approaches to enhance athletic perfor- 
mance, (3) the effects of family and peer pressure, 
(4) coping with poor performance and injury, (5) 
anecdotal and experimental evidence, (6) guest 
speakers such as athletes and coaches. 

Harvey Dulberg 

PS 282 Clinical Field Work in Psychology/Fall 

(F:3) 

Prerequisite: Permission of the instructor 

This course will provide students with an op- 
portunity to integrate theoretical and empirical 
work in clinical psychology with a real-life expe- 
rience of working in a clinical setting. Students 
will select, together with the professor, a field 
placement where they will be working with a 
population of patients of their choices of ages 
(e.g., children, adolescents, adults) and settings 
(e.g., hospital, community clinic, day treatment 
center, shelter, emergency hot line, preschool 
classroom, prison) will be chosen to meet stu- 
dents' needs and area of interest. Students' work 
in the field will involve at least five hours per week 
with a minimum of bi-weekly, on-site supervision. 
Weekly class meetings will focus on the discus- 
sion of issues relevant to the direct application of 
mental health services to patients, including: pro- 
fessional ethics, client rights and confidentiality, 
professional relationships and liabilities, the train- 
ing and licensure of therapists, issues in supervi- 
sion and consultation, issues in theory, practice 
and research with clinical populations, ethical 
concerns in multicultural counseling, therapeu- 
tic issues when working with special populations 
(e.g., lesbian and gay couples, parents of children 
with physical disabilities), ethical issues in mari- 
tal and family therapy, and the effectiveness of 
psychotherapy. Karen Rosen 

PS 303 Research Methods Practicum: 
Personality Theories (F: 3) 

Prerequisite: PS 1 1 

A course in research methods stressing the 
application of these methods to questions in the 
area of personality psychology. Traits or person- 
ality variables like self-esteem are common top- 
ics. Students, in small groups, design, conduct, 
and report their research For majors only. 

Donnah Canavan 

PS 615 Advanced Seminar: Social and 
Emotional (S: 3) 

Prerequisite: Developmental Psychology 

In this seminar, we will explore qualitative 
changes that occur in social and emotional func- 
tioning from birth through adolescence. We will 
examine normative trends and individual differ- 
ences in the development of attachment relation- 
ships, peer relations, self-control, aggression, sex- 
typed behaviors, empathy and prosocial behavior, 
and morality. Contemporary issues such as the 
effects of dav care, dual-career couples, divorce 
and single parenthood will be discussed. We will 
consider the social context within which children 
live and grow and explore the role of mothers and 
fathers, siblings, peers, and schools in the devel- 
opmental process. Karen Rosen 



Social Psychology 

PS 108 Psychology and Law (S: 3) 

The relationship between the scientific study of 
behavior and the institution that formally orga- 
nizes and controls human social relations is exam- 
ined from three perspectives: psychological re- 
search on legal process, contributions of psycho- 
logical knowledge to understanding social prob- 
lems with which the law deals, and legal regula- 
tion of the science and profession of psychology. 
Included is a consideration of the similarities and 
differences between the assumptions, functions, 
and methods of these two enterprises. Examples 
of specific topics include the following: jury de- 
cision-making; behavior of lawyers; judicial deci- 
sion-making; evidence; legislative and executive 
behavior; violence, aggression and criminality; 
social change of and by the law; mental health law. 

Stephen L. Jones 

PS 1 25 (EN 1 25) (SC 1 25) Introduction to 
Feminisms (F, S: 3) 

A course taught by student teams under faculty 
direction to acquaint students with a large range 
of academic and life experience topics that have 
been affected by Women's Studies scholarship. 
After a preliminary meeting the class divides into 
12-14 person seminars that meet once a week to 
discuss and study such issues as women's history, 
feminist theory, sex roles and socialization, gen- 
der and health, religion, work, literature and es- 
says by and about women. The course emphasizes 
participation and collective work on projects. 

Lorraine Liscio 

PS 131 Social Psychology (F, S: 3) 

Prerequisite: PS 074 

A review of the research literature on how 
people act and react to other people and how they 
think about and respond to their social experience. 
Included are such topics as social interaction and 
influences, attitudes and attributions, aggression 
and altruism, cooperation and conflict. Empha- 
sis is placed on both theoretical and applied issues. 

Marianne LaFrance 
Nadim Rouhaua 

PS 210 Interpersonal Relations (F: 3) 

Prerequisite: PS 074 

The goal of this course is to provide under- 
standing of interpersonal and group processes 
through examination of the students' own expe- 
riences in a laboratory group that meets weekly 
throughout the semester. In addition, each stu- 
dent will join a committee that will make three 
reports on aspects of group structure and process 
as these are evidenced in the laboratory group. 
The reports will combine theory, observations, 
the presenters' own laboratory group experiences, 
and any additional data. Topics may include prob- 
lems in group formation, group goals, status and 
influence, leadership, sociometric structure, 
norms, conflict, subgroups, communication, feed- 
back and attributional perspectives, etc. 

Norman Berkmritz 

PS 225 Psychology of Women (F: 3) 

Prerequisites: PS 074, SC 001 or EN 125 

Course is concerned with examining 
psychology's past and current approach to under- 
standing the behavior of girls and women. Top- 
ics include the development of sex-role identity, 



Cg-llegeof Arts & Sciences • Psychology • 91 



sex differences in cognitive, emotional, and social 
functioning, as well as exploration of the life ex- 
periences unique to women. Throughout, par- 
ticular attention will be directed toward the im- 
pact of stereotyping and sexism. 

Marianne LaFrance 

PS 256 Theory and Application in Group 
Dynamics (S: 3) 

Prerequisite: PS 074 or consent of instructor 

The relationship between theory and experi- 
ence is emphasized in this course. Aspects of 
group structure and process will be identified 
through structured class exercises and observa- 
tions of groups in natural settings. 
Conceptualization of structure and process will be 
accomplished through lecture, readings and dis- 
cussion. Attention will be given to implications for 
improving member and group effectiveness in 
task accomplishment. Content will include com- 
parisons of individual and group performance, 
group goals, decision making, norms, conformity, 
conflict, communication, cohesiveness, and lead- 
ership. Norman Berkowitz 

PS 267 Adult Psychosocial Development (S: 3) 

Prerequisite: PS 073 and PS 074 

This course reviews the changes in life situa- 
tion, in role patterns, in stresses, and in psycho- 
logical functioning that are characteristic of the 
different developmental phases among men and 
women in the contemporary United States. Par- 
ticular attention will be devoted to the stability 
and persistence of behavior and attitude across 
different phases of the life cycle and the sequences 
of work and career, marriage and parenthood, 
child-rearing and community experiences, and 
friendship and leisure opportunities in modifying 
behavior over time. Marc A. Fried 

PS 310 Research Methods Practicum: Group 
Dynamics (F: 3) 

Prerequisites: PS 131 or PS 256 

This course is devoted to familiarizing stu- 
dents with all phases of the research process from 
formation of the problem through preparation of 
a research report. Although readings will be as- 
signed, the primary vehicle for learning is the 
study that each student will conduct as a member 
of a research team. The investigation will be di- 
rected to some aspect of small group behavior of 
interest to both students and professor. Studies 
will ordinarily be experimental but other models 
may be employed if better suited to the problem. 
For majors only. Nonnan Berkowitz 

PS 324 Research Methods Practicum: 
Interpersonal Relationships (F: 3) 

Prerequisite: PS 13 1 or PS 210 

This course will introduce students to the 
process of designing and conducting a research 
study on a particular aspect of interpersonal rela- 
tionships. Depending on the research question, 
experimental or survey methods will be employed. 
Topics relevant to the area of social and interper- 
sonal relationships will be explored. Examples 
include the following: exchange and equity (or 
equality) in interpersonal relationships, changes 
in relationships over the course of adulthood, is- 
sues of identity in relationships, and differences 
in relationship-styles (e.g., adult attachment). For 
majors only. Anne O'Dwyer 



PS 600 (SC 378) (SW 600) Introduction to 
Social Work (F, S: 3) 

The purpose of this course is to give students an 
overview of the field of social work. Starting with 
a discussion of the history of social work and the 
relevance of values and ethics to the practice of 
social work, the course then takes up the various 
social work methods of dealing with individuals, 
groups and communities and their problems. The 
course also examines the current policies and pro- 
grams, issues and trends of the major settings in 
which social work is practiced. For majors only. 

Regina O'Grady-LeShane 

PS 656 Social Psychology of Conflict (S: 3) 

Prerequisite: Graduate students: None; Under- 
graduates: Consent of instructor 

Social psychological theories of the origins, 
development, intensification, and resolution of 
conflict at the personal, interpersonal, and inter- 
group levels will be examined. Concepts of social 
identity, life space, group membership potency, 
group boundaries, attribution, and cognitive 
schema will be employed extensively in these 
analyses. Potential effects of conflict at one level 
on the manifestation of conflict at other levels will 
be explored. Applications to current interper- 
sonal, organizational, and societal conflicts will be 
encouraged. Nonnan Berkowitz 

PS 676 Self, Ethnic Identity, and Asian 
American History (S: 3) 

Prerequisite: Permission of the instructor 

This course is designed to explore Asian 
American history from the perspective of identity 
formation among Asian Americans. Asian tradi- 
tions and culture along with the historical expe- 
riences of Asians in America will be examined in 
conjunction with the psychological literatures on 
self and ethnic identity. As a second historical 
source, students will conduct oral histories with 
family members, ideally intergenerationally. Par- 
ticipants will also have an opportunity to learn first 
hand about contemporary issues facing Asian 
American communities in the Boston area. This 
course provides Cultural Diversity Core credit. 

Ramsay Liem 

PS 685 Advanced Topics: Aspects of Inequality 

(S:3) 

Prerequisite: Consent of instructor 

This course is an intensive seminar for gradu- 
ate and advanced undergraduate students. It is a 
consideration of (1) the concept of equality and 
(2) specific issues to be chosen from such 
topics as the underclass debate, housing and 
homelessness, and health care, with particular 
emphasis on research by social scientists. 

William Ryan 

PS 721 (SW 721) Human Behavior and the 
Social Environment (F: 3) 

This Graduate School of Social Work course does 
not satisfy the Social Science Core requirement 
but may be taken toward completion of the Psy- 
chology major by consent of the instructor, only. 
A foundation course in which the unifying 
theme is the concept of self as a complex of bio- 
psycho-social forces that becomes synthesized 
through the integrative functions of the human 
ego. The person is viewed as a social being who 
is interacting with an interpersonal and institu- 
tional environment that not only has an impact 



on, but which is also affected by, the individual. 
The course is taught from a social work frame of 
reference within which the concept of self is ex- 
amined in relation to the life cycle, to ethnic and 
sexual aspects of identity and self-esteem as these 
are manifested in social roles, and to those extra- 
familial systems that may constrain or support the 
psychosocial development of the individual. The 
course is structured in modules characterized by 
a highly individualized method of learning in 
which students may move at their own pace in 
mastering required content. The Department 

Two Summer Human Interaction Institutes: 

PS 824 Resolving Conflict: Interpersonal and 
Intergroup 

Advanced Undergraduate Prerequisite: Permission 
of the instructor 

This workshop offers theory and practice in 
dealing with the conflicts that arise in social in- 
teraction between individuals or groups. Topics 
include the processes leading to constructive ver- 
sus destructive conflicts, the role of attributions 
in generating relational conflicts, methods for 
preventing or de-escalating interpersonal and 
intergroup conflict, including third-party inter- 
ventions. This experience-based workshop com- 
bines lectures and exercises in a design that en- 
ables participants to make individualized applica- 
tions in areas of interest to them. 

Workshop conducted on two weekends, May 
20-22 and June 3-5. For further information, con- 
tact the Boston College Summer Session, 100 
McGuinn Hall. Norman Berkowitz 

PS 825 The Social Self: Group Influences on 
Personal Identity 

Advanced Undergraduate Prerequisite: Permission 
of the instructor 

The subject of this workshop is how member- 
ship in the distinctive societal groupings — defined 
by ethnicity, race, sex, age, religion, social class, 
ideology — affects the way individuals perceive 
themselves and deal with others. The workshop 
looks at intergroup relations and the psychology 
of the social self to aid in understanding personal 
identities in a heterogeneous society. Participants 
examine their own life histories, socio-identities, 
and social relationships in a guided process of self 
inquiry. Workshop conducted on two weekends, 
June 10-12 and June 24-26. For further informa- 
tion, contact the Boston College Summer Session, 
100 McGuinn Hall. Donnah Canavan 

Tutorials 

PS 292 Seminar in the Teaching of Psychology/ 
Fall (F: 3) 

Prerequisite: Consent of instructor 

This course is designed to provide under- 
graduate students with teaching experience. Stu- 
dents staff discussion sections and are responsible 
for aiding psychology professors in planning dem- 
onstrations and grading examinations. By arrange- 
ment The Department 

PS 293 Seminar in the Teaching of Psychology/ 
Spring (S: 3) 

Prerequisite: Consent of instructor 

This course is designed to provide under- 
graduate students with teaching experience. Stu- 
dents staff discussion sections and are responsible 



92 • College of Arts & Sciences • Romance Languages and Literatures 



tor aiding psychology professors in planning dem- 
onstrations and grading examinations. By arrange- 
ment The Department 

PS 295 Supervised Fieldwork/Fall (F: 3) 

Prerequisite: Consent of instructor 

This three-credit course will be a combination 
of internship and independent study. In some 
cases, students will be allowed to extend it for 
another semester (3 credits). Depending on his/ 
her interests, each student will be assigned to an 
internship in a clinical, educational, industrial or 
administrative establishment, for one or two ses- 
sions a week, arranged in an initial interview with 
the professor and the institution of field place- 
ment. Even - student will meet with his/her pro- 
fessor once every three weeks and all students 
enrolled in the course will meet together once 
even,- month for a class discussion. May not be 
taken by students who have taken PS 297.20 or 
PS 298.20. Boleslaw A. Wysocki 



PS 296 Supervised Fieldwork/Spring (S: 3) 

Prerequisite: Consent of instructor 

This three-credit course will be a combination 
of internship and independent study. In some 
cases, students will be allowed to extend it for 
another semester (3 credits). Depending on his/ 
her interests, each student will be assigned to an 
internship in a clinical, educational, industrial or 
administrative establishment, for one or two ses- 
sions a week, arranged in an initial interview with 
the professor and the institution of field place- 
ment. Every student will meet with his/her pro- 
fessor once every three weeks and all students 
enrolled in the course will meet together once 
every month for a class discussion. May not be 
taken by students who have taken PS 297.20 or 
PS 298.20. Boleslaw A. Wysocki 

PS 297 Undergraduate Independent Study/Fall 

(F:3) 

Prerequisite: Consent of instructor 

PS 297 and 298 offer a student the opportu- 
nity to study independently a topic of personal 
interest under the supervision of a faculty mem- 
ber of his/her choice within the Department. The 
student and instructor will choose the nature of 
the readings and related activities involved as well 
as the precise form of the scholarly work. 

The Department 



PS 298 Undergraduate Independent Study/ 
Spring (S: 3) 

Prerequisite: Consent of instructor 

PS 297 and 298 offer a student the opportu- 
nity to study independently a topic of personal 
interest under the supervision of a faculty mem- 
ber of his/her choice within the Department. The 
student and instructor will choose the nature of 
the readings and related activities involved as well 
as the precise form of the scholarly work. 

The Department 

The following courses are offered by the De- 
partment on an occasional basis: 
PS 608 Multivariate Statistics 
PS 637 Child Development 
PS 639 Seminar in Developmental Psychopathol- 

PS 648 Cognitive Neuropsychology 
PS 677 Psychology and Social Change 
PS 680 Advanced Topics in Developmental Psy- 
chology 

PS 681 Advanced Topics in Cultural Psychology 
PS 682 Advanced Topics in Social Psychology 
PS 684 Advanced Topics in Cognition and Per- 
ception 



Romance Languages 
and Literatures 



FACULTY 

Joseph Figurito, Professor Emeritus; A.B., Bos- 
ton College; A.M., D.M.L., Middlebury Col- 
lege 

Joseph D. Gauthier, S.J., Professor Emeritus; 
B.S., Trinity College; A.M., Boston College; 
S.T.L., Weston College; D.esL., Laval Univer- 
sity 

Guillermo L. Guitarte, Professor Emeritus; 
Profesorado, Filosofia y Letras, Buenos Aires 

Vera Lee, Professor Emeritus; A.B., Russell Sage 
College; A.M., Yale University; Ph.D., Boston 
University 

Robert L. Sheehan, Associate Professor Emeri- 
tus; B.S., Boston College; A.M., Ph.D., Boston 
University 

Marie L. Simonelli, Professor Emeritus; 
Dottore in Lettere e Filosofia, University of 
Florence; Libera Docenza in Filologia 
Roman/a, Rome 

Matilda T. Bruckner, Professor; Chairperson 

of the Department; A.B., Bryn Mawr College; 
MPhil., Ph.D., Yale University 

Dwayne E. Carpenter, Professor; B.A., M.A., 
Pacific Union College; Ph.D., University of 
California at Berkeley; Ph.D., Graduate Theo- 
logical Union at Berkeley 



J. Enrique Ojeda, Professor; Licenciado, 
Universidad Catolica Del Ecuador; A.M., 
Ph.D., Harvard University 

Rebecca M. Valette, Professor; A.B., Mount 
Holyoke College; Ph.D., University of Colo- 
rado 

Norman Araujo, Associate Professor; A.B., A.M., 
Ph.D., Harvard University 

Jeff Flagg, Adjunct Associate Professor; B.A., 
University of Massachusetts; M.A., Brown Uni- 
versity; Ph.D., Boston University 

Rena A. Lamparska, Associate Professor; LL.M., 
University of Wroclaw; M.A., Catholic Univer- 
sity of America; Ph.D., Harvard University 

Kevin Newmark, Associate Professor; B.A., Holy 
Cross; M.A., Middlebury College, France; 
Ph.D., Yale University 

Betty Rahv, Associate Professor; A.B., Sweet 
Briar College; A.M., Middlebury College; 
Ph.D., Indiana University 

Elizabeth Rhodes, Associate Professor; B.A., 
University of Richmond; M.A., Ph.D., Bryn 
Mawr College 

Harry L. Rosser, Associate Professor; B.A., Col- 
lege of Wooster; M.A., Cornell University; 
Ph.D., University of North Carolina at Chapel 
Hill 



Laurie Shepard, Associate Professor; B.A., 
Wesleyan University; M.A., Ph.D., Boston 
College 

Stephen C. Bold, Assistant Professor; B.A., Uni- 
versity of California at Berkeley; M.A., Ph.D., 
New York University 

Irene Mizrahi, Assistant Professor; B.Sc, 
Technion-Israel Institute of Technology; M.A., 
Ph.D., University of Connecticut 

Ourida Mostefai, Assistant Professor; Licence 
de Lettres, Universite de la Sorbonne 
Nouvelle, Paris; M.A., Ph.D., New York Uni- 
versity 

Mary Ellen Kiddle, Adjunct Assistant Professor; 
B.S., University of Wisconsin; M.A., 
Middlebury College; M.A., University of Cali- 
fornia at Berkeley; Ph.D., Brown University 



College of Arts & Sciences • Romano. Languages and Literatures • 93 



PROGRAM DESCRIPTION 

The Department of Romance Languages and 
Literatures offers courses in French, Italian and 
Spanish. Students majoring in the discipline may 
concentrate in any of the above languages, litera- 
tures, and cultures. Students must have the 
courses taken for their major approved by their 
advisors in the Department. Thirty credits must 
be completed by majors within the following cur- 
riculum of courses: 

• Critical Readings & Writings (6) 

• Masterpieces of Literature (6) 

Note: All Spanish Majors are required to take RL 
327-328 Masterpieces of Peninsular Spanish Lit- 
erature to complete the required 6 credits. 

• Four advanced courses in literature/culture of 
the major field (French, Italian, Spanish) beyond 
Survey (400 level and above) (12) 

Note: All Spanish majors beginning with the 
Class of 1998 are required to take RL 606 Voices 
of Spanish America as one of these four advanced 
courses in literature/culture. Spanish majors 
graduating before 1998 are also encouraged to 
take this course. 

• Two electives to be chosen from the following: 

-Phonetics 

-Additional advanced courses (400 level and 

up) 

-Immersion courses 

-Departmental courses in conversation 

-Departmental courses in culture 

All advanced literature and culture courses are 
open to undergraduate and graduate students, 
with the following distinctions generally applied: 
400, 500 and 600 level courses may be taken by 
both undergraduate and graduate students; 700, 
800, and 900 level courses are primarily designed 
for graduate students, but admit especially well- 
qualified undergraduates. 
Note: Although approved courses taken abroad 
may satisfy major requirements, Romance Lan- 
guages and Literatures majors are required to take 
at least two advanced literature and culture 
courses at Boston College during their senior 
year. 

GENERAL INFORMATION 

It is recommended particularly to majors who 
intend to go on to graduate work, that they ini- 
tiate the study of a second foreign language in 
their sophomore year. For this purpose, courses 
may be taken in any of the languages listed above. 

The major curriculum in Romance Languages 
is designed to give students an active command 
of one foreign language, a broad insight into the 
literature and culture of other nations, and a solid 
preparation for graduate studies in the field. 

Although many language majors begin their 
sequence by taking Masterpiecesof Literature in 
their freshman year, it is possible to major in Ro- 
mance Languages with only two years of high 
school preparation. (Students who begin the study 
of the major language in college should plan to 
take an intermediate course during the summer 
following their freshman year.) 

Students who plan to major in Romance Lan- 
guages should consult the Assistant Chairperson 
of the Department with respect to their qualifi- 



cations and the organization of a program to suit 
their individual needs and objectives. 

Core Offerings: Literature and Cultural 
Diversity 

All the courses offered in the Department of Ro- 
mance Languages and Literatures propose an 
exploration of the cultural and literary discourse 
in French, Italian, and Spanish speaking countries. 
In addition, the department has created a num- 
ber of courses for inclusion in the A&S Core in 
Literature and Cultural Diversity designed espe- 
cially to meet the needs of non-specialists. 
The Literature Core. RLL Literature Core of- 
ferings, whether in the target language or in trans- 
lation, are distinctive in several important ways. 
First and foremost — as the department is com- 
mitted to reading literary texts in their fullest lin- 
guistic, artistic, and cultural context — RLL Lit- 
erature Core courses offer majors and non-ma- 
jors alike the opportunity to read great books with 
the guidance of a teacher sensitive to their origi- 
nal language. Even in courses given in English, 
qualified students may opt to read texts in the 
original language. Comparative literature courses 
introduce students to the interplay of literary 
forms and themes across national boundaries. In 
order better to meet and to achieve an intimate 
understanding of the texts studied, all RLL Core 
courses propose close reading and thorough dis- 
cussion of a limited number of texts. 

The following courses will satisfy the Core re- 
quirement in Literature during 1994-95: 

•RL 348 Les Francais et les peuples de l'Amerique 
(F: 3) Jeff Flagg 

•RL 356 Masterpieces of European Drama (S: 3) 

Rena Lamparska 
•RL 358 Modernismo and the Americas (F: 3) 

J. Enrique Ojeda 
•RL 364 The Literary Voyage of Exploration 
(S: 3) Stephen Bold 

•RL 366 Hispanic Nobel Prize Winners in Lit- 
erature (S: 3) Irene Mizrahi 
•RL 373 Love, Sexuality & Gender in the Euro- 
pean Literary Tradition (F: 3) 

Franco Mormando, S.J. 

The Cultural Diversity Core. Although Ro- 
mance culture has traditionally sprung from a 
European source, the offerings of the Department 
of Romance Languages and Literatures also take 
into account the presence of Spanish and French 
language cultures in South America, Africa, and 
Asia. Students can choose from a number of RLL 
courses that focus on these cultures in order to 
satisfy the Cultural Diversity Core requirement. 
The following courses will satisfy the Core re- 
quirement in Cultural Diversity during 1994-95: 

•RL 360 Litterature et Culture Maghrebine 
(S: 3) Nelly Rosenberg 

•RL 600 Escribir, descubrir (S: 3) 

Elizabeth Rhodes 
•RL 603 Spanish American Novel (F: 3) 

Harry Rosser 
•RL 606 Voices of Spanish America (S: 3) 

J. Enrique Ojeda 
•RL 670 Spanish American Civilization (S: 3) 

Harry Rosser 



Honors Program 

The Department of Romance Languages and 
Literatures Honors Program offers its majors a 
unique opportunity to conduct research on a topic 
of their choice and write a thesis under the guid- 
ance of a faculty member in the department. Stu- 
dents admitted into the program will be assigned 
a Thesis Director under whose direction they will 
work throughout their senior year. 

Students must be declared majors in the De- 
partment of Romance Languages and Literatures 
and must maintain a grade point average of 3.2 
or higher. Students who meet the above require- 
ments and who have exhibited the maturity and 
discipline that independent work requires will be 
nominated by faculty members and invited to 
meet with the Program Coordinator during the 
semester preceding their enrollment into the pro- 
gram. They will be asked to submit samples of 
their writing and a one-paragraph description of 
the general area that they propose to investigate 
in their thesis. The final decision about acceptance 
into the program will be made during the first 
week of registration. 

For further details, please contact the Hon- 
ors Program Coordinator: Professor Ourida 
Mostefai. 

The Immersion Program in Foreign 
Languages 

Qualified students may choose from a series of re- 
quired or elective courses conducted entirely in 
the French language or the Spanish language. 
The Departments of History and Political Science 
offer courses in the foreign language taught by 
native or bilingual speakers. Coordinating courses 
in the Department of Romance Languages are 
offered. 

For course descriptions of Romance Lan- 
guage offerings, see the course listing below. For 
other sources, check under the department in 
question. 

French 

•HS 087-088 Europe 1500-1789 (F: 3-S: 3) 

Radu Florescu 
•PO 323 Tocqueville on France & America 
(S: 3) Robert Scigliano 

•RL 348.01 Les Frangais et les peuples de 
l'Amerique (F: 3) J e JfP^gg 

•TH 2 1 Foi en Dieu Louis Roy 

Spanish 

•RL 358 Modernismo and the Americas (F: 3) 

J. Enrique Ojeda 

Minor in Italian Studies 

The Minor in Italian Studies, an interdisciplinary 
program created by the Department of Fine Arts, 
History, and Romance Languages and Litera- 
tures, invites students to learn about the impor- 
tant role that the people of the Italian peninsula 
have played in the development of Western civi- 
lization. Courses cover Italy's social, economic 
and political history from the eleventh century to 
the present; a broad range of studies on the de- 
velopments in painting, sculpture and architecture 
from Early Medieval times to the present, Italian 
Film, and a study of the great works of Italian lit- 
erature. 

Refer to the Minors section under the College 
of Arts and Sciences section at the beginning of 
this Catalog for course requirements. 



94 • College of Arts & Sciences • Rom \nce Langu w.i-s and Literatures 



COURSE OFFERINGS 

Offerings in French, 1994-95 

RL 009-010 Elementary French I & II (F: 3-S: 3) 

This course is an introduction to the French lan- 
guage. The emphasis is on building oral and writ- 
ten communication skills and acquiring a greater 
awareness of the French-speaking world. Class in- 
struction is supplemented by required laboratory 
work with videos and audio-cassettes. Students 
with prior classroom experience in French are ad- 
mitted by placement examination only. 

Rebecca I 'alette 
The Department 

RL 042 Intensive Elementary French for 
Proficiency (S: 6) 

The aim of this 6-credit course is to provide mo- 
tivated students an opportunity to study French 
language and culture in an intensive oral environ- 
ment. The course's video-based materials are par- 
ticularly suitable for individuals wishing to put the 
language to immediate use. Successful completion 
of this course (RL 042) and its sequel (RL 182— 
Intensive Intermediate French for Proficiency) 
will enable students to satisfy the language profi- 
ciency requirement in two rather than four semes- 
ters. However, those students who prefer will have 
the option of enrolling directly in the regular 2- 
semester intermediate sequence (RL 109-110) 
after successfully completing RL 042. This course 
is conducted in French and will meet 4 days per 
week (75 minutes each class) to provide a planned 
immersion in French language and culture. 

Cynthia Nicholson Bravo 
Margaret Flagg 

RL 109-1 10 Intermediate French I & II 
(F: 3-S: 3) 

Prerequisite: RL 009-010 or its equivalent 

The prime objective of this course is to con- 
solidate previous language study into a functional 
body of knowledge. A review of the elements of 
French will be supplemented with the reading of 
selected texts, oral practice and required labora- 
tory work. Andrea Javel 

The Department 

RL 1 82 Intensive Intermediate French for 
Proficiency (F: 6) 

Prerequisite. RL 010, RL 042, or equivalent 

The aim of this 6-credit course is to provide 
motivated students an opportunity to study 
French language and culture in an intensive oral 
environment. The course's video-based materi- 
als are particularly suitable for individuals wish- 
ing to put the language to immediate use. Success- 
ful completion of this course will enable students 
to satisfy the language proficiency requirement. 
The course will meet 4 days per week (75 min- 
utes each class) to provide a planned immersion 
in French language and culture. Conducted in 
French. Cynthia Nicholson Bravo 

Margaret Flagg 

RL 209-210 Composition, Conversation and 
Reading in French I & II (F: 3-S: 3) 

Prerequisite: Three to four years of solid high 
school preparation or two years of college prepa- 
ration 

I lus course olfers a review of syntax and 
grammar. Contemporary masterpieces will be 



used to develop further proficiency in compre- 
hension, conversation and composition. 

Norman Aran jo 
The Department 

RL 21 1 French Competency Workshop: 
Preparation for Foreign Study (S: 3) 

Prerequisite: RL 182 or RL 209 or permission of 
instructor 

The workshop is designed to help students 
prepare linguistically and effectively for study in 
France. Students will investigate the issue of cul- 
tural confrontation through a reading and discus- 
sion of die six short stories in Albert Camus' L 'Exil 
et le royaume and through the preparation of an 
International Interview. Each student will con- 
duct an International Interview with a person 
from a cultural experience different from the 
student's, present the results of this interview in 
an oral class presentation, and complete a paper 
based both on the interview and on further re- 
search on the foreign culture. An individualized 
approach focused on oral and written expression 
as a process will be used to develop further skill 
in comprehension, conversation, and composi- 
tion. A reference grammar, dictionary, and pre- 
scribed review assignments will take the place of 
a traditional review grammar book. 

M^agg 

RL 300 (EC 396) (HS 192) (PO 520) The 
European Experience (Summer: 3) 

Boston College and the Departments of Econom- 
ics, History and Political Science are pleased to 
offer this three-week Summer Program in asso- 
ciation with the Irish Institute for European Af- 
fairs in Louvain (Leuven) Belgium. Professors in 
three departments will teach the course assisted 
by members of the European Economic Commu- 
nity in Brussels and visiting faculty from neigh- 
boring universities. Students will be offered the 
opportunity to interact with the cultural, social 
and economic philosophies of our European 
neighbors, now forming the EEC. Students will 
travel and will be exposed to the cultural history, 
art, and architecture of various regions. Drawing 
on the resources of the University of Louvain and 
Brussels and other major European cities, stu- 
dents will develop and present materials for the 
course paper. Katharine Hastings 

RL 303 French Phonetics and Oral Expression 

(F:3) 

This course has two objectives: (1) to help stu- 
dents acquire a correct, standard French pronun- 
ciation, and (2) to introduce students to French 
phonology. Emphasis will be placed on the 
articulatory and acoustical features of French 
sounds and comparisons between French and 
English prosody. Class instruction is supple- 
mented by required laboratory work. This course 
is particularly recommended for students who are 
planning to teach French to speakers of English. 

Betty Rahv 

RL 305-306 French Critical Readings & Writings 
I & II (F: 3-S: 3) 

Prerequisite: CCR or 4 years of high school French 
This course proposes to deepen the student's 
mastery of the structures of written French as well 
as to introduce the techniques of textual analysis. 
In order to prepare the students for a wide range 
of exercises in written composition, selected top- 



ics of advanced grammar and stylistics will be 
examined in context. Special attention will also be 
given to the enrichment of the student's active 
vocabulary. As they develop analytical reading 
skills, students will use a wide variety of textual 
models for their own writing. The first semester 
emphasizes descriptive written exercises, and the 
second semester emphasizes narrative and criti- 
cal modes of writing. This is a required course for 
all French majors. Conducted in French. 

Stephen Bold 
Ourida Mostefai 
Kevin Newmark 

RL 307-308 Masterpieces of French Literature I 
& II (F: 3-S: 3) 

Prerequisite: Four years of solid high school prepa- 
ration or RL 305-306 

This course is an introduction to the study of 
French literature. Selected texts from the Middle 
Ages to the 20th century will be analyzed against 
the background of historical events and European 
literary movements. This is a required course for 
French majors, open also to other qualified stu- 
dents with superior linguistic preparation. This 
course is a prerequisite for all advanced literature 
courses. Conducted in French. Non/ian Araujo 

Matilda Bmckner 

RL 319 La France dans la communaute 
europeenne (F: 3) 

Prerequisite: Permission of instructor required 

This course offers a conversational approach 
to France in the European Community. It will ex- 
amine the political, social, and economic perspec- 
tives of France in the European Community and 
serve as a preparation for Le Francais des Affaires: 
Le Francais Economique et Coimnercial. Students 
will expand their vocabulary and knowledge of 
language structure by reading cultural and liter- 
ary texts covering a broad spectrum of viewpoints 
and interests: an exploration of France as pre- 
sented in the Dossiers du Monde, in the French 
press and Euroscopie. Oral debates, small group 
discussions and written expression will be stressed. 
Conducted in French. Nelly Rosenberg 

RL 320 Le Francais des Affaires: Le Francais 
Economique et Commercial (S: 3) 

Designed especially for students interested in in- 
ternational business or affairs or who intend to 
work or travel for business in French speaking 
countries. Through videotapes, taped interviews, 
and current newspaper and magazine articles, stu- 
dents discover the practices, customs, and the 
intangibles. French will be supplemented with the 
reading of selected texts, oral practice and re- 
quired laboratory work. Conducted in French. 

Nelly Rosenberg 

RL 347 Paris Aujourd'hui: comment s'y prendre 

(F:3) 

An entirely new way to discover Paris, to perfect 
your French and to interact with real Parisians 
through an innovative computer-based technol- 
ogy using a videodisc which permits each student 
to become the central figure in his or her quest 
throughout the city for lodging. Each student will 
learn to understand contemporary French culture 
through verbal, visual, and non-verbal method- 
ology which includes immersion and exploration 
techniques. Recommended for undergraduates 
planning to spend their junior year in France. 
Permission of instructor required. Betty Rahv 



College of Arts & Sciences • Romance Languages and Ln i ra i ures • 95 



RL 348 Les Francois et les peuples de 

I'Amerique (F: 3) 

(This course has been designed to satisfy the Core 

requirement in Literature for Class of 1997 and 

subsequent classes.) 

Prerequisite: RL 2 10 or equivalent 

This course will examine French perspectives 
on the peoples of the New World, or the Ameri- 
cas, through a close reading of and interaction 
with a limited number of texts selected from a 
variety of disciplines. 

From the early modern period to the present, 
letters, travel accounts, sketches, essays and nar- 
rative fiction have born witness to attempts of the 
French to understand peoples different from 
themselves in the Americas. The class will study 
a selection of these texts closely and in detail. After 
determining the contents of each text and analyz- 
ing its style, students will interact with specialists 
from disciplines such as history, theology, fine 
arts, sociology, and political science as they dem- 
onstrate their reading of the text through the ap- 
plication of their discipline's lens or specific meth- 
odology. The class will then confront the text 
again, reconsidering it in the light of these mul- 
tifaceted readings. Conducted in French. 

JeffFlagg 

RL 360 Litterature et Culture Maghrebine: 
Conversational Approach (S: 3) 

Prerequisite: Permission ot instructor required 
Note: This course is not open to students who 
have taken RL 207 or RL 208. 
(This course satisfies the Core requirement in 
Cultural Diversity for Class of 1997 and subse- 
quent classes.) 

This course is designed to improve students' 
conversational skills through discussion of cul- 
tural, political and social developments in France 
and North Africa, through analysis of the works 
of contemporary writers such as A. Memmi, A. 
Camus, K. Yacine, Marie Cardinal, Driss Chraib 
and Mouloud Feraoun. Class discussions will be 
based on reading assignments and on the exami- 
nation of sociological trends in France. The ap- 
proach is one of open dialogue between the stu- 
dent and the instructor. Conducted in French. 

Nelly Rosenberg 

RL 364 The Literary Voyage of Exploration 

(S:3) 

(This course has been designed to satisfy the Core 
requirement in Literature for Class of 1997 and 
subsequent classes.) 

This course will examine the fictional voyage 
of exploration from Rabelais and More to Swift 
and Voltaire and beyond. These and many other 
western thinkers have turned to the fictional novel 
of discovery in order to describe real-life explo- 
rations in thought being carried out by their con- 
temporaries. We will read relevant works by 
Campanella, Cyrano, Verne, and Calvino in ad- 
dition to More, Rabelais, Swift, and Voltaire. 
Course taught in English. Readings in translation 
(or in original languages for those who read 
French or Italian). Stephen Bold 

RL 374-375 (MU 225-226) Literature and 
Opera (F: 3-S: 3) 

This course will focus on the interrelation of lit- 
erature and music. Masterpieces of English, 
French, Spanish and Italian literature will be ana- 



lyzed before the musical adaptation. All foreign 
literary works will be read in English translation; 
students majoring in Romance Languages are 
required to read the works in the original lan- 
guage. Joseph Figurito 

RL 376 Conversational Approach to 
Contemporary France (S: 3) 

This course is designed to familiarize students 
with the political and social features of contem- 
porary France while helping them develop oral 
communication skills in French. Using authentic 
documents (television, videos, films, songs, news- 
papers and magazines) we will discuss current 
events and socio-political issues. Students will 
develop their vocabulary, increase their knowl- 
edge of idiomatic expressions and further their 
command of spoken French by engaging in struc- 
tured dialogues based upon real-life situations. 
Conducted in French. The Department 

RL 403 Introduction to Linguistics for Students 
of French (F: 3) 

Prerequisite: RL 307-308 or an equivalent survey 
of French literature 

This course will be based primarily on an in- 
depth reading of Saussure's Coins de linguistique 
generate, a seminal text not only for the develop- 
ment of modern linguistic theory but also for 
twentieth-century critical discourse, especially 
(but not only) in France. The student will acquire 
a basic knowledge of the central topics in mod- 
ern descriptive linguistics (phonology, morphol- 
ogy, syntax, and semantics), especially as applied 
to the study of the French language. In addition 
we will survey important texts of French structur- 
alism (e.g., articles by Barthes, Todorov, Levi- 
Strauss, and Jakobson) to see how the idea of 
language's structure has influenced modern theo- 
ries on the structure of discourse generally and, 
more specifically, theories of literary criticism. At 
the end of the semester we will consider briefly 
some broader questions. What is a grammar? 
(Chomsky versus the structuralist linguists) and 
what does language do? (As asked by Austin, 
Beneviste, and others.) Conducted in French. 

Stephen Bold 

RL 404 Paris: le quartier du Marais (S: 3) 

Prerequisite: RL 307-308 or an equivalent survey 
of French literature 

This course presents a new way to explore the 
cultural aspects of France-past and present-by 
means of an interactive documentary on a com- 
munication-based software program that allows 
students to explore the Marais either chronologi- 
cally — in its linear historical development, or 
topically — according to a single theme, such as art 
and architecture, government; politics, daily life, 
the nobility, the people, women and the family, 
etc. The videodisc component of this course will 
be accompanied by texts to be read and individual 
or team projects to be completed during the se- 
mester. Conducted in French. Betty Rahv 

RL 431 Seventeenth-Century French 
Masterpieces: Classicism Revisited (S: 3) 

Prerequisite: RL 307-308 or an equivalent survey 
of French literature 

This course will offer an advanced introduc- 
tion to seventeenth-century French literature 
through a study of major works by leading writ- 
ers of the period including Corneille, Moliere, 



Racine, Pascal, La Rochefoucauld, La Fayette, La 
Fontaine and Boileau. These authors will be stud- 
ied in the context of the cultural and political his- 
tory of the period. Conducted in French. 

Stephen Bold 

RL 441 Theory and Fiction in the Age of 
Enlightenment (S: 3) 

Prerequisite: RL 307-308 or an equivalent sur\ c\ 
of French literature 

This course seeks to examine the idea ot 
"Lumieres" in Eighteenth-century fiance 
through the reading of the major texts of the pe- 
riod. We will analyze the concepts central to the 
French Enlghtenment: tolerance, progress, na- 
ture, and culture, as they are formulated both in 
the fiction (tales and nobels) and in the major 
theoretical texts of Montesquieu, Voltaire, 
Diderot, Rousseau, and the Encyclopedists. Con- 
ducted in French. Ourida Mostefai 

RL 447 Voltaire: A European in the Age of 
Enlightenment (F: 3) 

Prerequisite: RL 307-308 or an equivalent survey 
of French literature 

On the occasion of the tercentennial of 
Voltaire's birth this course will reflect on his ex- 
traordinarily rich and diverse career. Author of an 
enormous public and private correspondence, 
celebrated playwright, satirist, pamphleteer and 
writer of tales and other philosophical works, 
Voltaire exemplifies a certain notion of the role 
of the writer as a public figure. His production will 
be examined in the light of his exile from France 
and his role in shaping the Enlightenment in the 
European Republic of Letters. Conducted in 
French. Ourida Mostefai 

RL 452 Realism in French Literature (S: 3) 

Prerequisite: RL 307-308 or an equivalent survey 
of French literature 

A study of Realism in French poetry, drama, 
and narrative literature of the nineteenth-century, 
with detailed analysis of the masterpieces. The po- 
etry read will be anthological selections from the 
works of Nerval, Gautier, Leconte de Lisle, and 
Heredia. In addition, students will read Flaubert's 
Madame Bovary; Zola's Germinal; Fromentin's 
Dominique; short stories by Flaubert, Daudet, and 
Maupassant; Becque's Les Corbeaux; Rostand's 
Cyrano de Bergerac. Conducted in French. 

Norman Araujo 

RL 459 Nineteenth-Century French Poetry (F: 3) 

Prerequisite: RL 307-308 or an equivalent sun e\ 
of French literature 

The literary doctrine, themes, and artistic vir- 
tuosity of the Romantic and Symbolist poets as 
they appear in the most significant creations of 
Hugo, Vigny, Nerval, Baudelaire, Rimbaud, and 
Mallarme. Students will read I lugo's Les Contem- 
plations, Vigny's Les Destinies, Nerval's Les 
Chimeres, Baudelaire's LesFkiirsdti mal, selections 
from the works of Rimbaud and Mallarme. Con- 
ducted in French. Norman . traujo 

RL 477 Twentieth-Century French Novel (F: 3) 

Prerequisite: RL 307-308 or an equivalent survey 
of French literature 

This is a study of exemplary French novels 
taken from the first half of the twentieth century, 
including works by Proust, Gide, Colette, 
Bataille, Sartre, Blanchot, and Duras among oth- 



96 • College of Arts & Sciences • Romance Languages and Literatures 



ers. Questions of meaning will be addressed by 
way of theme as well as form. Theoretical issues 
such as modernism, existentialism, and post-mod- 
ernism will also be considered in passing. Con- 
ducted in French. Kevin Newmark 

RL 479 Twentieth-Century French Poetry (S: 3) 

Prerequisite: RL 307-308 or an equivalent survey 
of French literature 

This is an examination of some of the major 
trends and authors in twentieth-century French 
poetn - . Readings will be taken from Valery, 
Apollinaire, Breton, Char, Ponge, Saint-John 
Perse, Michaus, Cesaire, Bonnefoy and others. 
Emphasis is on form and the interpretation of 
individual texts, with some attention to the ques- 
tion of the relation between poetry and the real, 
the modern, and the political. Conducted in 
French. Kevin Newmark 

RL 480 From Autobiography to Autocriticism 
(F:3) 

Prerequisite: RL 307-308 or an equivalent survey 
of French literature 

Autobiography incorporates within its spell- 
ing a clue to contemporary concepts of autobiog- 
raphy as a literary genre: Mehlman defines Leiris's 
autobiographic quest as the attempt to become 
alive (bio) to oneself (auto) in what the French call 
the elusive realm of l'ecriture (graphie: writing). 

After ascertaining the givens of contemporary 
autobiographical theory, we will read one auto- 
biography per week by authors such as Leiris, 
Barthes, Duras, Perec, Sartre, Sarraute, and 
Robbe-Grillet, in an attempt to discover how and 
to what extent each author succeeds in creating a 
viable, authentic and successful autobiography. 
Conducted in French. Betty T. Rahv 

Note: The following graduate courses are avail- 
able to advanced undergraduates with the permis- 
sion of the instructor. 

RL 705 History of the French Language (S: 3) 

The seminar will trace the transformation of Late 
Latin into Old French. Texts attesting to inter- 
mediary stages of the process will be studied as an 
introduction to the earliest linguistic and literary 
monuments of ancien francais including the 
Serments de Strasbourg and the Sequence of Saint 
Eulalie. The course will focus on the phonologi- 
cal, morphological, syntactic and lexical features 
of the major Old French literary dialects. Con- 
ducted in French. Laurie Sbepard 

RL 713 Provencal Poetry and the Flowering of 
fin' Amor (F: 3) 

An introduction to the language and love of songs 
of Southern France, this course allows students 
to discover first hand a lyric tradition so rich, so 
successful that it quickly spread to all of Europe, 
from Northern France to Italy, from Germany to 
Spain and Portugal. Troubadours and trobairitz 
(women troubadours) participated in a poetic sys- 
tem anchored in performance, the interplay of 
words and music, and the social setting of 
seigneurial courts, where poets, patrons, and pub- 
lic enjoyed the intertwined games of poetry and 
love. Conducted in French. Matilda Bruckner 

RL 760 Modern French Feminisms (S: 3) 

This is an exploration of modern texts in French 
that treats the question of what constitutes the 



feminin. Emphasis will be placed on the relations 
between gender, writing, and alterity. Particular 
attention will be paid to discursive practices that 
have the potential to disrupt generic as well as 
ideological and institutional boundaries. Readings 
from Beauvoir, Cixous, Kristeva, Irigaray, Wittig, 
Djebar, Brossard, and Derrida. Conducted in 
French. Kevin Newmark 

Projected French Offerings, 1 995-96 

•RL 303 French Phonetics and Oral Expression 
(F:3) Betty Rabv 

•RL 340 Versailles: A Cinematic Look at French 
Culture of the 'Grand siecle' (F: 3) Stephen Bold 
•RL 348 Les Francais et les peuples de l'Amerique 
(F: 3) MFlagg 

•RL 366 Literature & Power (S: 3) 

Matilda Bruckner 
•RL 370 Literature & Philosophy (S: 3) 

Kevin Newmark 
•RL 374-75 Literature and Opera (F: 3-S: 3) 

Joseph Figurito 
•RL 400 Crisis of Conscience in Early Modern 
France (S: 3) J e JfFlagg 

Betty Rahv 
•RL 411 Masterpieces of Medieval French Lit- 
erature I (F: 3) Matilda Bruckner 
•RL 412 Masterpieces of Medieval French Lit- 
erature II: Arras, a Literary Center of the 13 th 
Century (S: 3) Matilda Bruckner 
•RL 427 Studies in Montaigne (S: 3) 

Betty T. Rahv 
•RL 432 17th-Century French Novel (S: 3) 

Stephen Bold 
•RL 435 17th-Century French Tragedy: 'Cette 
flamme noire' (F: 3) Stephen Bold 

•RL 440 Images of the Family in 18th-Century 
France (S: 3) Ourida Mostefai 

•RL 445 Novel Writing in 18th-Century France, 
or The Art of Disavowal (F: 3) Ourida Mostefai 
•RL 458 "Contes etNouvelles" in the 19th Cen- 
tury (S: 3) Norman Araujo 
•RL 463 Twentieth-Century Novel (F: 3) 

Kevin Newmark 
•RL 752 Mirror or Mirage in the Realistic Novel? 
(F: 3) Norman Araujo 

Offerings in Italian, 1994-95 

RL 003-004 Elementary Italian I & II (F: 3-S: 3) 

This course is an introduction to the study of Ital- 
ian. This course begins with development of fun- 
damental skills: reading ability, aural comprehen- 
sion and controlled oral expression. Class instruc- 
tion is supplemented by required laboratory work. 

Brian O'Connor 
The Department 

RL 1 13-1 14 Intermediate Italian I & II 
(F: 3-S: 3) 

Prerequisite: RL 003-004 or its equivalent 

The prime object of this course is to consoli- 
date previous language study into a functional 
body of knowledge. A review of the elements of 
Italian will be supplemented with the reading of 
selected texts, oral practice and required labora- 
tory work. Brian O'Connor 

The Department 

RL 183 Intensive Italian (S: 6) 

The aim of this six-credit course is to provide mo- 
tivated students an opportunity to study Italian 
language and culture in an intensive oral environ- 
ment. The basic class textbook will be supple- 



mented by audio and video materials as well as 
cultural readings. The course is open to any mo- 
tivated student who has completed RL 003, El- 
ementary Italian I, or the equivalent. Successful 
completion of this course will qualify students for 
RL 2 1 3 (Composition, Conversation, and Read- 
ing in Italian), or enable students to fulfill the lan- 
guage proficiency requirement in two rather than 
four semesters. The course is conducted in Ital- 
ian and will meet five times per week to provide 
an immersion experience in Italian language and 
culture. Conducted in Italian. Brian O'Connor 

The Department 

RL 213-214 Composition, Conversation and 
Reading in Italian I & II (F: 3-S: 3) 

Prerequisite: Three to four years of solid high 
school preparation or two years of college prepa- 
ration 

This course will focus on development of lan- 
guage skills with equal emphasis on written and 
oral practice. Enrichment of vocabulary and com- 
prehensive grammar review will also occur. Films, 
videotapes, selected literary and cultural texts will 
form the basis for discussion of issues pertinent 
to contemporary Italian society. Cecilia Mattii 

RL 294 Italy: Art, Literature, History (HS 294) 
(FA 296) (S: 3) 

This is an interdisciplinary course taught by fac- 
ulty members from the Fine Arts, History, and 
Romance Languages and Literatures Depart- 
ments. Different cultural themes will be examined 
through primary sources from all periods of Ital- 
ian history. The course is taught in English and 
is open to all students. It is a required course for 
the Minor in Italian Studies. 

Franco Mormando, S.J. 

RL 315-316 Italian Critical Readings & Writings 
I & II (F: 3-S: 3) 

Prerequisite: RL 2 1 3 and 2 14 or by permission of 
the instructor 

The purpose of this course is to strengthen 
students' writing skills through frequent written 
assignments and to develop critical appreciation 
of Italian literature through close analysis of lit- 
erary texts. The content of the course focuses on 
the following: mastery of grammar through inten- 
sive review; development of writing skills through 
lexical exercises, compositions and papers; under- 
standing of literature through analysis of selected 
works; and appreciation of Italian life through 
discussion of contemporary writings. This is a 
required course for majors. Conducted in Italian. 

Cecilia Mattii 

RL 3 1 7 Masterpieces of Italian Literature I (F: 3) 

Prerequisite: Four years of solid high school prepa- 
ration or RL 315-316 

Love is the topic of the course: human love, 
spiritual love, the perversion and the renewal of 
love. In this introduction to Italian literature we 
will read some of the great masters including 
Dante, Boccaccio, Petrarch and Machiavelli, and 
focus on their understanding of the mysteries of 
the human heart. The goals of the course are to 
develop reading and writing skills. This is a re- 
quired course for all Italian majors. Conducted in 
Italian. Laurie Shepard 



College of Arts & Sciences • Romance Languages .and Literatures • 97 



RL 318 Masterpieces of Italian Literature ll(S: 3) 

Prerequisite: Four years of solid high school prepa- 
ration or RL 3 1 5-3 1 6 

This course is designed not only for Italian 
majors, but also for those students who like inter- 
esting readings in Italian literature (dramas and 
short stories) in modern Italian and wish to learn 
about general trends in the intellectual and liter- 
ary movements (discussed against the background 
of historical events) from the 1 7th century to the 
present. The course will provide names, periods, 
and literary forms in their chronological sequence 
and will concentrate on the masterpieces of the 
main literary figures of the Enlightenment, Ro- 
manticism, Verismo, Decandentismo, and contem- 
porary literature. This is a course for undergradu- 
ates with a comprehensive knowledge of Italian. 
This is a required course for all Italian majors. 
Discussion in class and exams for those who do 
not major in Italian may be in Italian or in En- 
glish. Rena Lamparska 

RL 356 Masterpieces of European Drama (S: 3) 

(This course has been designed to satisfy the Core 
requirement in Literature for Class of 1997 and 
subsequent classes.) 

The course will provide an introduction to the 
question of drama as a literary genre and to its 
relation to the theatrical art as a specific form of 
representation. The focus of the course will be a 
close reading and discussion of selected dramatic 
masterpieces from Romance, Scandinavian and 
Slavic literatures, with an emphasis on the Italian 
theatrical plays. Students will be guided to read 
the texts critically in order to discover and appre- 
ciate a range of values represented by different 
cultures, as well as to appreciate multiform func- 
tions of the playwright's creative technique and 
imagination. The audio-visual materials will also 
include some of the most acclaimed representa- 
tions of theatrical spectacles as well as selected 
original film versions of the plays discussed. Con- 
ducted in English. Rena Lamparska 

RL 373 Love, Sexuality & Gender in the 
European Literary Tradition (F: 3) 

(This course has been designed to satisfy the Core 
requirement in Literature for Class of 1997 and 
subsequent classes.) 

The hunger to unite oneself to that special 
other is one of the most fundamental and perva- 
sive drives of the human condition; it is also one 
of the most perplexing and troublesome. This 
course will investigate the complex phenomena of 
love and sexuality as understood and depicted 
by prominent men and women of letters of 
the Middle Ages and Renaissance (13 th- 16th a). 
These phenomena will be viewed in their most 
sublimely spiritual as well as earthly and physical 
manifestations, in both heterosexual and homo- 
sexual contexts. The image and role of the male 
and the female communicated by our texts will 
also be considered, with a special examination of 
the misogynistic strain of the Western European 
literary tradition. In both lecture and discussion, 
the course will entail a close reading and analysis 
of a limited number of texts in prose and poetry 
from France and Italy. Continuity and disconti- 
nuity with classical Greek and Roman concep- 
tions of love will also be examined. Conducted in 
English. Franco Mormando, S.J. 



RL 388 The Italian-American Experience (S: 3) 

Prerequisite: RL 2 1 3-2 14 or equivalent or by per- 
mission of the instructor 

The course explores the on-going relationship 
between Italy and the United States and focuses 
on the phenomenon of mass immigration during 
the 19th and 20th centuries, and special problems 
in the assimilation of Italian immigrants and their 
families into the American melting pot. The 
course consists of reading and discussion of liter- 
ary and historical texts in Italian and English cov- 
ering three areas: the political and social condi- 
tions in Southern Italy in the 19th century that 
led to mass emigration, the experience of emigra- 
tion itself and its immediate effects in Italy and 
in the United States, and the experience of im- 
migrants and their descendants in American so- 
ciety. Class discussion will be held in Italian, and 
a secondary goal of the course is to help students 
further develop their speaking, reading and writ- 
ing skills in Italian. Brian O'Connor 

RL 389 Italian for Business and Commerce (S: 3) 

Prerequisite: RL 2 1 3-2 14 or equivalent or by per- 
mission of the instructor 

Italy is currently one of the leading five eco- 
nomic powers of Europe with extensive commer- 
cial ties to the United States. This course is de- 
signed to help those contemplating a career in- 
volving the Italian business world to develop the 
linguistic skills (reading, writing, and oral com- 
munication) and cultural background necessary 
for such work. In addition to thorough interac- 
tion with actual business materials drawn from 
various sectors of the economic arena, the class 
will also include audio-visual presentations, guest 
lecturers, and group projects. The course will also 
be useful for those seeking further ways to im- 
prove their command of spoken and written Ital- 
ian and to acquaint themselves better with the 
culture of contemporary Italy. Conducted in Ital- 
ian. Franco Mormando, S.J. 

RL 521 Florentine Humanism (F: 3) 

Prerequisite: RL 3 1 7-3 1 8 or equivalent, or by per- 
mission of the instructor 

The course will survey the major intellectual 
developments of the fifteenth-century Florentine 
Renaissance. The optimistic and influential con- 
tributions of the Civic Humanists, Neo- 
Platonists, and the writers of the circle of Lorenzo 
the Magnificent, especially Poliziano, and finally 
the crisis of the last decade of the century and the 
powerful voice of Savonarola will be the focus of 
the discussion. Conducted in Italian. 

Laurie Shepard 

RL 522 Renaissance and Epic Theater (S: 3) 

Prerequisite: RL 3 1 7-3 1 8 or equivalent or by per- 
mission of the instructor 

The course will explore the language, public, 
theory and evolution of two major genres of the 
Italian Renaissance. Works by Arisoto, Tasso, 
Machiavelli and Ruzante, among others, will be 
the focus of our discussions. Conducted in Ital- 
ian. Laurie Shepard 

RL 545 Verismo and Decandentismo (S: 3) 

Prerequisite: RL 3 1 7-3 1 8 or equivalent or by per- 
mission of the instructor 

A study of the major works of Verga, Capuana, 
Pascoli and d'Annunzio. Special attention will be 



given to changes in the concept and function of 
literature. The texts will be studied in relation to 
the social and literary milieu of the period. Con- 
ducted in Italian. Rena Lamparska 

RL 552 Monti, Foscolo, Leopardi, Manzoni (F: 3) 

Prerequisite: RL 3 1 7-3 1 8 or equivalent or by per- 
mission of the instructor 

A study of the major figures of Italian Neo- 
classicism and Romanticism. Major themes and 
genres of their writings, including autobiographi- 
cal fiction and memoirs, the lyric, the novel and 
the essay will be examined. There will be a regu- 
lar discussion of connections between literature, 
intellectual trends and history of the period. Con- 
ducted in Italian. Rena Lamparska 

Projected Italian Offerings, 1995-96 

•RL 183 Intensive Italian (S: 6) Brian O'Connor 
•RL 294 (HS 249) (FA 296) Italy: Art, Literature, 
History (S: 3) Franco Mormando, S.J. 

•RL 336 Conversational Approach to Contem- 
porary Italian Events (S: 3) Rena Lamparska 
•RL 363 Highlights of Renaissance Italian Lit- 
erature (In English) (F: 3) Laurie Shepard 
• RL 3 74-3 7 5 (MU 225-226) Literature and Op- 
era (F: 3-S: 3) Joseph Figurito 
•RL 390 Telejournale (F: 3) Laurie Shepard 
•RL 506 Dante: La Divina Commedia (F: 3) 

Laurie Shepard 
•RL 516 Boccaccio & Petrarca (S: 3) 

Laurie Shepard 
•RL 565 20th-century Italian Novel (F: 3) 

Rena Lamparska 
•RL 568 Theater of Pirandello (S: 3) 

Rena Lamparska 
•RL 570 The "literati" and the Great War (S: 3) 

Cecilia Mattii 

Offerings in Spanish, 1994-95 

RL 015-016 Elementary Spanish I & II 
(F: 3-S: 3) 

This is an introduction to the study of Spanish. 
This course begins with the development of fun- 
damental skills: reading proficiency, aural com- 
prehension and controlled oral expression. Class 
instruction is supplemented by required labora- 
tory work. Debbie Rusch 

The Department 

RL 041 Intensive Elementary Spanish for 
Proficiency (Destinos: An Introduction to 
Spanish) (S: 6) 

The aim of this six-credit course is to provide 
motivated students an opportunity to study Span- 
ish language and culture in an intensive oral en- 
vironment. The course's video-based materials 
are particularly suitable for individuals wishing to 
put the language to immediate use. Successful 
completion of this course (RL 041) and its sequel 
(RL 181, Intensive Intermediate Spanish for Pro- 
ficiency) will enable students to satisfy the lan- 
guage proficiency requirement in two rather than 
four semesters. However, those students who 
prefer will have the option of enrolling directly 
in the regular two-semester intermediate se- 
quence (RL 1 15-116) after successfully complet- 
ing RL 041. This six-credit course will meet 5 
days per week to provide a planned immersion in 
Spanish language and culture. The Department 



98 • College of Arts & Sciences • Romance Languages usro Literatures 



RL 1 1 5-1 16 Intermediate Spanish I & II 
(F: 3-S: 3) 

Prerequisite: RL 015-016 or its equivalent 

The prime object of this course is to consoli- 
date previous language study into a functional 
both of knowledge. A review ot the elements of 
Spanish will be supplemented with the reading of 
selected texts, oral practice and required labora- 
tory work. Mary Ellen Kiddle 

The Department 

RL 181 Intensive Intermediate Spanish for 
Proficiency (F: 6) 

Prerequisite: RL 016, RL 041, or equivalent 

The aim of this 6-credit course is to provide 
motivated students an opportunity to study Span- 
ish lanauatje and culture in an intensive oral en- 
v ironment. The course's video-based materials 
are particularly suitable for individuals wishing to 
put the language to immediate use. Successful 
completion of this course will enable students to 
satisfy the language proficiency requirement. The 
course will meet 5 days per week to provide a 
planned immersion in Spanish language and cul- 
ture. Conducted in Spanish. The Department 

RL 215-216 Spanish Composition, Conversation 
and Readings I & II (F: 3-S: 3) 

Prerequisite: Three to four years of solid high 
school preparation or two years of college prepa- 
ration 

Students who have successfully completed RL 
056 or its equivalent are encouraged to continue 
to develop their language skills in this course. 
Articles and short stories from the contemporary 
Spanish-speaking world provide the basis for in- 
creasing vocabulary, practicing reading strategies, 
highlighting the culture, and facilitating conver- 
sation. Tapes and videos further develop the dis- 
cussion topics while aiding listening comprehen- 
sion. There is a brief but intensive grammar re- 
view. Conducted in Spanish. 

Gene Kupferschmid 
The Department 

RL 217 Spanish for Spanish Speakers (F: 3) 

Prerequisite: Permission of the instructor required 
Do you speak Spanish at home with your fam- 
ily and/or friends but have little practice in read- 
ing and writing the language? This course is de- 
signed to bring your linguistic ability up to the 
more universal requirements of academic work 
and/or the workplace by concentrating on the 
grammatical points and vocabulary that contrib- 
ute to improved communication. Films, articles, 
poetry and short stories by I lispanic-American 
writers will be the basis ot discussion. 

Gene Kupferschmid 

RL 321 El espanol de los negocios (S: 3) 

Prerequisite: CCR or 4 years of high school Span- 
ish; Permission of instructor required 

In this course, students will learn vocabulary 
and concepts used in oral and vv ritten transactions 
in the Hispanic business world, in such areas as 
management, finance, marketing, etc. At the same 
time cultural differences as they affect 1 [ispanic 
and American business activities will be explored. 
Students will also acquire an overview of 1 [ispanic 
geography, politics and current economic stand- 
ing. An elective for majors. Conducted in Span- 
ish. Mary Ellen Kiddle 



RL 323 Spanish Phonetics (F: 3) 

A practical introduction to pronunciation, sen- 
tence structure, and word classes. The course is 
designed to help students improve their command 
ot spoken Spanish and to develop awareness of 
how the Spanish language functions. 

The Department 

RL 324 Los Latinos en Los Estados Unidos (S: 3) 

Nearly a century before the first English settlers 
landed in Plymouth, large areas of what is today 
the United States were inhabited by Spanish- 
speaking people. Today Spanish-speakers form 
the fastest-growing minority in this country and 
it is predicted that after the year 2,000 they will 
also be the largest minority. Through readings 
and films, this course will present the historical, 
political, economic, cultural and social differences 
among the different Spanish-speaking communi- 
ties and the issues that confront them today. All 
class discussion will be in Spanish and permission 
of the instructor is required. Gene Kupferschmid 

RL 325 Spanish Critical Readings & Writings I 

(F:3) 

Prerequisite: CCR or 4 years of solid high school 
preparation 

This course introduces students to concepts 
of textual analysis through extensive writing prac- 
tice and discussion of a wide variety of texts. 
Through process writing, peer review, and discus- 
sion, students acquire the necessary tools of analy- 
sis to continue successfully in the major: these 
include the terms of literary analysis, the struc- 
ture of sound writing, and an understanding of the 
basic components of literary texts. Advanced 
points of grammar are introduced and practiced. 
This is a required course for all Spanish majors. 
Conducted in Spanish. Elizabeth Rhodes 

The Department 

RL 326 Spanish Critical Readings & Writings II 

(S:3) 

Prerequisite: RL 325 or equivalent 

This is a continuation of RL 325 in which stu- 
dents develop their writing styles, their ability to 
analyze and interact with texts, and expand their 
critical lexicon. Class time is centered on discus- 
sion and peer review of writing. Further points of 
advanced grammar are presented and practiced in 
small groups. The semester culminates in the 
writing of a research paper, in Spanish, which is 
preceded by introductions to library resources, 
bibliographic skills, and organizational strategies. 
This is a required course for all Spanish majors. 
Conducted in Spanish. Elizabeth Rhodes 

The Department 

RL 327-328 Masterpieces of Peninsular 
Spanish Literature I & II (F: 3-S: 3) 

Prerequisite: RL 325-326 or equivalent 

This introductory course in Spanish literature 
represents an overview of the evolution of Span- 
ish literature: the first semester highlights Span- 
ish literature from the Middle Ages to the end of 
the Golden Age; the second semester emphasizes 
literature from Romanticism to Post-Civil War 
Spanish literature. Attention will be paid to Span- 
ish life and culture interpreted through the study 
of representative authors of each period. This is 
a required course tor Spanish majors, and a gate- 
way course for students preparing tor more de- 



tailed study of the various centuries and genres in 
Spanish literature. It also develops auditory com- 
prehension and note-taking skills in Spanish as 
preparation for Foreign Study programs. Con- 
ducted in Spanish. Irene Mizrahi 

RL 337 Cultura Hispanica (F: 3) 

Prerequisite: At least four years of Spanish 

The course will provide students with a sound 
knowledge of the cultural evolution of Spain from 
its first dwellers to the present. The course intends 
(1) to help students to perceive the profound 
originality of the Spanish culture in the context 
of the European and U.S. cultures and (2) to pre- 
pare students planning to study in Spain or re- 
turning from a semester or a year in that country 
to better understand their experience of the Span- 
ish culture. Conducted in Spanish. 

J. Enrique Ojeda 

RL 343-344 Advanced Spanish for 
Communication I & II (F: 3-S: 3) 

Prerequisite: Four years of high school Spanish, or 
three years of college Spanish, or RL 216 

A course designed to further develop profi- 
ciency in the four skills, as well as knowledge of 
the Spanish-speaking cultures, through a variety 
of activities (i.e., readings, essay writing, oral re- 
ports, discussion, videos). Emphasis is on writing 
and oral communication. The first semester fo- 
cuses on concrete topics to develop narrative and 
descriptive functions. In the second semester, at- 
tention is given to more abstract topics involving 
critical opinion and tailoring of speech to a vari- 
ety of audiences. Conducted in Spanish. 

Hariy L. Rosser 

RL 358 Modernismo and the Americas (F: 3) 

(This course has been designed to satisfy the Core 
requirement in Literature for Class of 1997 and 
subsequent classes.) 

The course will explore the interpretations of 
the U.S. and Spanish American civilizations for- 
mulated by the most renown U.S. writers of the 
nineteenth century and the foremost authors of 
the Spanish American Modernismo. This Core 
course is conducted in Spanish but some of the 
texts to be read will be in English. 

J. Enrique Ojeda 

RL 366 Hispanic Nobel Prize Winners in 
Literature (S: 3) 

(This course has been designed to satisfy the Core 
requirement in Literature for Class of 1997 and 
subsequent classes.) 

After studying the general issues related to the 
Nobel Prize in literature, the course investigates 
the representative works of the Hispanic winners. 
Although all the Hispanic Nobel Prize recipients 
will be taken into account, class analysis and dis- 
cussion will concentrate primarily on three Span- 
ish American authors (Mistral, Garcia Marquez 
and Paz), and three Spanish authors (Benavente, 
Juan Ramon Jimenez and Cela). Conducted in 
Spanish. Irene Mizrahi 

Note: Courses numbered between 600-649 are 
reserved for undergraduate students only. 
Courses numbered between 650-697 are open to 
graduate students as well as undergraduate stu- 
dents. 



College of Arts & Sciences • Romance Languages and Literatures 



99 



RL 600 Escribir, descubrir (S: 3) 

Prerequisite: RL 327-328 or an equivalent survey 
of Spanish literature 

(This course has been designed to satisfy the Core 
requirement in Cultural Diversity for Class of 
1997 and subsequent classes.) 

This course offers an interactive experience 
with a wide variety of Hispanic texts. Students 
explore the dynamics of Liberation Literature, 
cultural artifacts of many types that have appeared 
on the threshold of a revolution, such as the sci- 
entific and political (Spanish cronicas versus na- 
tive accounts of the conquest), the visual 
(Velazquez's "Las meninas"), the sexual (Nelke's 
essay on prostitution; Almodovar's "Mujeres al 
borde"). Includes guest appearances from Span- 
ish-speaking members of the Boston College fac- 
ulty from other departments. Conducted in Span- 
ish. Elizabeth Rhodes 

RL 602 Spanish Literature in Film (F: 3) 

Prerequisite: RL 327-328 or an equivalent survey 
of Spanish literature 

The course acquaints the students with some 
of the masterpieces of Spanish and Spanish 
American literature as interpreted by Hispanic 
film directors. Whenever possible, the students 
will read the works-or at least a good portion of 
them-before studying the film. Diaries will be 
kept in which their reflections will be consigned. 
Conducted in Spanish. J. Enrique Ojeda 

RL 603 Spanish American Novel (F: 3) 
Prerequisite: RL 327-328 or an equivalent survey 
of Spanish literature 

(This course has been designed to satisfy the Core 
requirement in Cultural Diversity for Class of 
1997 and subsequent classes.) 

Focus will be on the shift in the novel from 
exterior descriptions to the interior dimensions of 
the self. Themes and techniques of such writers 
as Azuela, Sabato, Bombal, Fuentes, Carpentier, 
Vargas Llosa, Allende, and Poniatowska will be 
studied and discussed. Conducted in Spanish. 

Harry Rosser 

RL 606 Voices of Spanish America (S: 3) 

Prerequisite: RL 327-28 or an equivalent survey 
of Spanish literature 

Note: This is a required course for all Spanish 
majors beginning with the Class of 1998 and will 
count as one of the four (4) required advanced 
literature/culture courses. Other Spanish majors 
are encouraged to take this course. 

(This course has been designed to satisfy the 
Core requirement in Cultural Diversity for Class 
of 1997 and subsequent classes.) 

The course introduces the students to the 
major literary works from the Southern continent. 
Unlike a survey course, we will concentrate our 
attention on a few significant works representing 
the best of the Spanish American literature of all 
times. Conducted in Spanish. The Department 

RL 656 Medieval Spanish Literature (S: 3) 

Prerequisite: RL 327-328 or an equivalent survey 
of Spanish literature 

This course covers the evolution of Spanish 
literature from 1 100-1500. We will examine the 
development of oral literature, the beginnings of 
Spanish as a written language in the scientific and 
didactic prose of the High Middle Ages, and the 



first attempts at an artistic use of the vernacular 
in the late Middle Ages. Medieval social, religious, 
and historical currents will be emphasized as back- 
ground for understanding the texts. Conducted 
in Spanish. The Department 

RL 663 Contemporary Spanish Novel (F: 3) 

Prerequisite: RL 327-328 or an equivalent survey 
of Spanish literature 

This is a study of the Spanish Post-Civil War 
novel. The works and their evolution from Social 
Realism to New Realism are discussed in the con- 
text of political, social and cultural changes. Con- 
ducted in Spanish. Irene Mizrahi 

RL 669 Hispanic Women Writers: Through the 
Woman's "I" (S: 3) 

Prerequisite: RL 327-328 or an equivalent survey 
of Spanish literature 

This discussion-based course introduces stu- 
dents to the principles of gender in language and 
literature, based on which we read, in reverse 
chronological order, literary works by women 
from Spain and Latin America. Searching for a 
common thread in the fabric of Hispanic texts by 
women, we will examine such issues as the sub- 
jects chosen by these authors, the representational 
modes they prefer, and the ways in which their 
works differ from those by men who were their 
contemporaries. Conducted in Spanish. 

Elizabeth Rhodes 

RL 670 Spanish American Civilization (S: 3) 

Prerequisite: RL 327-328 or an equivalent survey 
of Spanish literature 

(This course has been designed to satisfy the 
Core requirement in Cultural Diversity for Class 
of 1997 and subsequent classes.) 

Civilization and culture are more than the 
aesthetic expressions of a people through their 
arts. They also integrate the customs, ideas and 
values of the people that determine them. The 
primary objective of this course is to explore the 
historical-aesthetic solidarity of a vast region of 
the world that continues to seek and establish its 
true Latin American identity. Conducted in Span- 
ish. Hany Rosser 

RL 680 Jorge Luis Borges (S: 3) 

Prerequisite: RL 327-328 or an equivalent survey 
of Spanish literature 

This course is an examination of Borges as a 
short-story writer, and a close reading of Historia 
universal de la infamia, Ficciones, ElAleph, and some 
of his latest narratives. The course will start de- 
lineating some of his major themes, such as real- 
ity and image, the world as a book, his concep- 
tion of time, the impossible quest, etc. Conducted 
in Spanish. Guil/enno Guitarte 

RL 691 Spanish Lyric Poetry: Origins to the 
Eighteenth-Century (F: 3) 

Prerequisite: RL 327-328 or an equivalent survey 
of Spanish literature 

The focus of this course is lyric in its various 
guises, that includes, but is not limited to, the 
jarchas, the Libro de hum amor, 15th-century 
seiranillas, Renaissance love poetry, Baroque sat- 
ire, Romantic forms, and the Neoclassical redis- 
covery of traditional lyrical themes. Attention will 
be paid to historical, social, and formal aspects of 
lyric poetry, as well as to its aesthetic qualities. 
Conducted in Spanish. The Department 



Note: The following graduate courses are avail- 
able to advanced undergraduates with the permis- 
sion of the Department. 

RL 904 Intellectual History of Latin America 

(F:3) 

The course will present the history of ideas in 
Latin America, from independence to the present; 
texts will be studied as reflections or as answers 
to the problems of each period of Latin Ameri- 
can history: independence, organization, twenti- 
eth-century republican life, the present years. Au- 
thors studied will be Bolivar, Bello, Sarmiento, 
Marti, Hostos, Rodo, Mariategui, Mallea, Paz, 
Fernandez Retamar. Conducted in Spanish. 

Guillermo Guitarte 

RL 930 The Secret Canon of Early Modern Spain 

(F:3) 

The seminar examines die process of literary can- 
onization, that of making cultural, secular saints, 
as a power construct which protects the interests 
of the dominant class by silencing a multitude of 
diverse voices. The literary canon of sixteenth and 
seventeenth-century Spain will be considered as 
a cultural construct, built at the expense of what 
people were really reading during the period; the 
interests guiding the canon's formation will be 
explored. Course is based on the M.A. and Ph.D. 
reading lists. Previous course work in Early Mod- 
ern Spanish Literature helpful; undergraduates 
must have professor's permission. Conducted in 
Spanish. Elizabeth Rhodes 

RL 958 The Age of Galdos (S: 3) 

The course intends to familiarize the students 
with 19th-century Spain in order to understand 
the historical, social and literary forces that con- 
tributed to the shaping of Galdos' world. Con- 
ducted in Spanish. J. Enrique Ojeda 

RL 964 The Limits of Imagination: Twentieth - 
Century Spanish Metaliterature (S: 3) 

This course investigates 20th-century Spanish 
literary works (prose, poetry and theater) that 
focus on literature's discourse on its own forma- 
tion and its own practices. The nature, purpose 
and consequences of these self-conscious literary 
expressions will be examined in depth. Conducted 
in Spanish. Irene Mizrahi 

RL 982 The Art of the Short Story: The Latin 
American Trajectory (F: 3) 

The development of the short story genre will be 
traced from the elements of oral tradition re- 
flected in early writings to the present. Attention 
will be given to major literary currents and their 
effects on form and content. Hallmark writers 
featured are Echeverrfa, Quiroga, Dan'o, Bombal, 
Borges, Cortazar, Rulfo, Donoso, Garcia 
Marquez, Allende. Emerging contributors to the 
genre will also be included. Conducted in Span- 
ish. Hany Rosser 

Projected Spanish Offerings, 1995-96 

•RL 321 El espanol de los negocios (S: 3) 

.\ huy Ellen Kiddle 
•RL 337 Cultura Hispanica (F: 3) 

J. Enrique Ojeda 
•RL 343-344 Advanced Spanish for Communi- 
cation I & II (F: 3-S: 3) Hany Rosser 
•RL 358 Modem ismo & the Americas (F: 3) 

J. Enrique Ojeda 



100 • College of Arts & Sciences • Slamc and Eastern Languages 



•RL 393 Perspectives on Latin America (S: 3) 

Harry Rosser 
•RL 600 Escribir, Descubrir (S: 3) 

Elizabeth Rhodes 
•RL 605 Spanish American Theater (S: 3) 

Harry Rosser 
•RL 620 The Devil in Medieval Spanish Litera- 
ture (S: 3) Dwayne E. Carpenter 
•RL 621 Hero's Other Half: Introduction to 
Golden Age Spanish Literature (F: 3) 

Elizabeth Rhodes 
•RL 650 Social and Intellectual History of Me- 
dieval Spain (S: 3) Dwayne E. Carpenter 
•RL 655 Andean Novel (F: 3) J. Enrique Ojeda 
•RL 693 Introduction to 20th-century Spanish 
Literature (F: 3) Irene Mizrahi 
•RL 694 Contemporary Spanish Literature in 
Film (S: 3) Irene Mizrahi 
•RL 901 Stylistics Analysis (F: 3) 

Elizabeth Rhodes 
•RL 905 History of the Spanish Language (F: 3) 

Dwayne E. Carpenter 
•RL 929 Cervantes for Graduate Students (F: 3) 

Elizabeth Rhodes 
•RL 961 Dynamics of Dissent in the Spanish 
American Novel (F: 3) Hatiy Rosser 

•RL 962 Modeniismo and Vanguardia (S: 3) 

J. Enrique Ojeda 
•RL 965 Women Playwrights of Today's Spain 
(F: 3) Irene Mizrahi 



Language and Methodology Courses 
Offered in English, 1994-95 

RL 495 (ED 303) Second-Language Acquisition 

(F:3) 

This course explores the complexity of how 
people learn a second language and reviews sec- 
ond-language acquisition research in the light of 
its classroom applications. Emphasis is placed on 
techniques for developing oral and written profi- 
ciency. Students will analyze available audio-vi- 
sual materials and learn how to integrate these 
materials into their instruction. This course is 
particularly recommended for students who are 
planning to teach French and fulfills the Massa- 
chusetts certification requirements in Secondary 
Methods. Rebecca Valette 

RL 498 Seminar in Oral Proficiency and 
Language Testing (S: 3) 

This course introduces students to the ACTFL 
Proficiency Guidelines and the Oral Proficiency 
Interview. All students will be given an informal 
Oral Proficiency rating plus individualized study 
plans for improving their proficiency. Students 
will learn the basic concepts of measurement and 
their application to foreign language testing. This 
course is particularly recommended for students 
who are planning to teach French and fulfills the 
Massachusetts certification requirements in Mea- 
surement and Testing. Rebecca Valette 



RL 572 The Comparative Development of the 
Romance Languages (S: 3) 

This course focuses on the formation of the Ro- 
mance languages with special emphasis on Span- 
ish, French, and Italian. The class explores the 
historical context in which the Romance lan- 
guages developed and the linguistic features that 
are common to Spanish, French and Italian, as 
well as those that are unique to each. We will 
study early Romance texts from linguistic and 
cultural perspectives. The course is open to un- 
dergraduates and graduates. Laurie Shepard 

Honors Program 1994-95 

RL 698 Honors Research Seminar (F: 3-S: 3) 

This semester is devoted to defining and research- 
ing the thesis. Five weeks into the semester, stu- 
dents submit a one-page thesis proposal, signed 
by their Thesis Director, and accompanied by a 
preliminary bibliography. At the end of the se- 
mester students present a clear statement of their 
thesis, accompanied by an outline, a bibliography 
of works consulted, and one chapter. 

Ourida Mostefai 

RL 699 Honors Thesis Seminar (F: 3-S: 3) 

This semester is devoted to the writing and 
completion of the thesis. Upon submitting the 
final copy of their thesis, students make a short 
oral presentation to the faculty and to prospec- 
tive honors candidates during the annual banquet 
honoring the achievements of the students in the 
program. Ourida Mostefai 



Slavic and Eastern Languages 



FACULTY 

Lawrence G. Jones, Professor Emeritus; A.B., 
Lafayette College; M.A., Columbia University; 
Ph.D., Harvard Universtiy 

Michael J. Connolly, Associate Professor; Chair- 
person of the Department; A.B., Boston Col- 
lege; Ph.D., Harvard University 

Michael B. Kreps, Associate Professor; Diploma, 
Leningradskij gosudarstvennij universitet; 
M.A., Ph.D., University of California (Berke- 
ley) 

Margaret Thomas, Assistant Professor; B.A. 
Yale University; M.Ed., Boston University; 
A.M., Ph.D., Harvard University 

Jovina Y. H. Ting, Adjunct Assistant Professor; 
A.B., Guoli Taiwan Daixue; M.A., Kent State 
University; M.A., Harvard University; Ph.D., 
New York University 



DEPARTMENTAL OVERVIEW 

The Department of Slavic and Eastern Languages 
provides graduate and undergraduate level 
courses of study through its three overlapping 
component programs: 

• Linguistics 

• Slavic Studies 

• Asian Studies 

PROGRAM DESCRIPTIONS 

The Department administers undergraduate 
majors in General Linguistics, in Russian, and in 
Slavic Studies, as well as a minor program in Asian 
Studies and in Russian and East European Studies. 
Each major program requires at least twelve one- 
semester courses at upper-division levels (courses 
numbered 200 and above). Departmental honors 
require successful completion of honors compre- 
hensive requirements. Beginning with Fall 1993 
all new students in a Slavic/Eastern major must 
take an AB Comprehensive for that major. 

The Department maintains listings of related 
courses from other departments that satisfy vari- 
ous program requirements. Substitutions and ex- 
emptions from specific program requirements, as 



well as the application of courses from other in- 
stitutions, require express permission from the 
Chairperson. 

Major in Linguistics 

The focus of the linguistics program does not lie 
in the simple acquisition of language skills, but 
rather in learning to analyze linguistic phenom- 
ena with a view toward making significant gener- 
alizations about the nature of language. 

Students majoring in Linguistics build their 
programs around a specific area of concentration, 
the most common of which is Philology. The fol- 
lowing listing represents the usual program for 
this concentration. 

• General Linguistics (SL 3 1 1/EN 527) 

• five courses of a philological nature 

• three courses of a language related nature from 
non-language areas 

• three linguistics topics courses. 

• AB Comprehensive (Linguistics) (SL 401) 
The Department expects students concentrating 
in Philology to have proficiency in at least one clas- 
sical and one modern language and to acquire a 
familiarity with at least two additional language 
areas. 



College of Arts & Sciences • Slavic and Eastern Languages • 101 



Upon request the Department can arrange al- 
ternate Linguistics concentrations. The College 
of Arts and Sciences also offers an undergraduate 
minor in Cognitive Sciences that includes Linguis- 
tics as a track. 

Major in Russian 

The normal program for the major in Russian con- 
centrates on acquiring advanced proficiency in the 
language and the ability to comprehend and ana- 
lyze important aspects of Russian literature and 
culture. 

• four courses in Russian grammar, composition 
and stylistics beyond the intermediate level 

• four courses on Russian literature, of which at 
least two must be at the 300 level 

• one course in General Linguistics 

• Old Russian or Old Church Slavonic 

• two electives from Russian literature, second 
Slavic languages, or linguistics offerings 

• AB Comprehensive (Russian) (SL 400). 

The Department also recommends at least two 
courses from related areas in other departments; 
e.g., in Russian history, art, political science, eco- 
nomics, philosophy, theology, etc. 

Major in Slavic Studies 

The interdisciplinary major in Slavic Studies pro- 
vides broadly based training in scholarship about 
Russia and the nations of Eastern Europe. 
The normal program for this major requires the 
following: 

• three Russian language courses beyond the in- 
termediate level 

• two courses on Russian literature 

• Old Church Slavonic or Old Russian or a sec- 
ond Slavic/East European language 

• two courses on Russian or East European his- 
tory 

• two courses on Russian or East European poli- 
tics, philosophy, economics, or other social sci- 
ences 

• two electives from an emphasis area 

• AB Comprehensive (Slavic Studies) (SL 402). 
The Department strongly recommends HS 272/ 
PO 438 (Introduction to Russian, Soviet and East 
European Studies) as an early course in this ma- 
jor. 

Minor in Asian Studies 

This interdisciplinary minor requires: 

• an introductory course, usually Far Eastern 
Civilizations (SL 263) 

• one course in Asian history or political struc- 
ture or diplomacy 

• two courses in an Asian language beyond the el- 
ementary level 

• two approved elective courses in Asian Studies 
from related areas such as: Art History, Philoso- 
phy, Theology, Political Science, Literature or a 
second Asian language. One of these electives may 
be a directed senior research paper on an ap- 
proved topic. 

Minor in Russian and East European 
Studies 

The Russian and East European Studies minor re- 
quires six approved courses, distributed as follows: 

• one introductory' course (usually HS 272/PO 
438, Introduction to Russian, Soviet and East Eu- 
ropean Studies) 



• one additional course in Russian or East Euro- 
pean history or politics 

• two courses in Russian or another East Euro- 
pean language at the intermediate or upper-divi- 
sion level 

• two approved elective courses from related ar- 
eas such as: Philosophy, Theology, Economics, 
literature or language, Political Science, History, 
Education, Art History or Film Studies. One of 
these electives may be a directed senior research 
paper on an approved topic. 

English for Foreign Students 

The Department offers a number of elective and 
Core-level courses of English language and litera- 
ture for foreign students enrolled at Boston Col- 
lege (SL 1 17- 120) as well as linguistics courses for 
training teachers of English to foreign students. 

COURSE OFFERINGS 

Most courses below SL 200 are offered annually; 
all other courses are offered as parts of varying 
course cycles, and information for any given year 
may be found in the Registrar's Schedule of Courses. 
Courses below SL 300 do not usually apply for 
graduate degree credit. 

SL 009-010 Elementary Chinese l/ll (F: 4-S: 4) 

An introduction to the fundamentals of modern 
Chinese (Mandarin) grammar and vocabulary. 
Exercises in pronunciation and sentence struc- 
ture, development of basic conversation, reading, 
and character writing skills. Additional conversa- 
tion and language laboratory work required. 

Li Zbuqing 

SL 023-024 Elementary Japanese l/ll (F: 4-S: 4) 

An introduction to the study of Modern Japanese. 
The course is designed to develop simultaneously 
the fundamental skills: reading ability, aural com- 
prehension, oral and written self-expression. Ex- 
ercises in pronunciation, grammar and reading. 
Additional language laboratory drill is available. 

Takako Mimum 

Knzuko Oliver 

Makoto Takenaka 

SL 027-028 (EN 093-094) Introduction to 
Modern Irish l/ll (F: 3-S: 3) 

A course for beginners in standard modern Irish, 
with attention to regional variants. The course is 
intended to develop both conversational and com- 
positional skills and the ability to read Irish prose. 

William J. Mahon 
John T. Koch 

SL 031-032 Introduction to Korean l/ll 
(F: 3-S: 3) 

An introduction to the study of Modern Korean. 
The course develops the four fundamental skills: 
reading ability, aural comprehension, and oral and 
written expression. Exercises in pronunciation, 
grammar and reading. Additional language labo- 
ratory drill available. Offered biennially, beginning 
1994-95 

SL 033-034 Elementary Russian l/ll (F: 8-S: 8) 

An intensive beginning course that aims to impart 
full acquaintance with the grammar of Russian, 
the ability to translate texts from Russian into En- 
glish with the aid of a dictionary, a decent pro- 
nunciation, and a foundation in active skills as 
preparation for further study. 



Successful completion of SL 03 3-034 satisfies 
the A&S/CSOM language-proficiency require- 
ment. .} 1. J. Connolly 

Margaret A. Dalton 
Marina Banuazizi 

SL 051-052 Intermediate Russian l/ll (F: 3-S: 3) 

A review of major difficulties in Russian grammar 
with extensive practice in reading, translation, 
paraphrase and analysis of selected Russian texts. 
Students who plan to continue the study of Rus- 
sian beyond the intermediate level should also 
enroll in the concurrent practicum SL 157-158. 

Virginia Javurek 
Cynthia Simmons 

SL 061-062 Intermediate Chinese l/ll (F: 3-S: 3) 

Continuation of course work in spoken and writ- 
ten modern Chinese (Mandarin) with extensive 
practice in listening, speaking, reading, and writ- 
ing, as well as the development of specialized vo- 
cabularies and cultural dimensions. 

Jovina Y-H Ting 

SL 063-064 Intermediate Japanese l/ll 
(F: 3-S: 3) 

Continuation of course work in spoken and writ- 
ten Japanese with extensive practice in listening, 
speaking, reading, and writing. Conducted mostly 
in Japanese. Takako Minami 

Tatsuya Matsuvioto 

SL 067-068 (EN 097-098) Continuing Modern 
Irish l/ll (F: 3-S: 3) 

Continuing course in Modern Irish for those with 
a basic prior knowledge of the language. Empha- 
sis is on developing the ability to read contempo- 
rary literature in all genres. The primary focus of 
the course is on the Irish of Conamara but other 
dialects are studied as well, and some attention is 
given to reading texts in die older Gaelic type and 
spelling in use through the 1940s. 

Philip O'Leary 

SL 075-076 Continuing Korean l/ll (F: 3-S: 3) 

Continuation of course work in reading and writ- 
ing literary Korean, with coextensive conversation 
practice. Course conducted mostly in Korean. 
Offered biennially, beginning 1995-96 

SL 1 1 7 (EN 1 1 7) English Grammar Review for 
Foreign Students (F: 3) 

A one-semester review of selected topics in En- 
glish grammar, with the aim of increasing the ease 
and precision of written and oral expression. At- 
tention to the development of academic vocabu- 
lary. 

Exclusively for students whose native lan- 
guage is not English. Enrollment by placement 
test only. Margaret Thomas 

SL 1 1 8 (EN 1 1 8) Introduction to Academic 
Resources (For Foreign Students) (S: 3) 

An introduction, primarily for international 
graduate students, to the resources of an Ameri- 
can university and to the skills necessary to profit 
most from higher education. The preparation of 
oral presentations; conventions of scholarly docu- 
mentation; using a research library; reading faster 
with better comprehension; understanding aca- 
demic discourse. Attention to specific language 
skills, such as vocabulary and grammar, as needed. 



102 • College of Arts & Sciences • Slavic axd Eastern Languages 



Intended only for students whose native lan- 
guage is not English. Enrollment bv placement 
test only. Margaret Thomas 

SL 1 19 (EN 119) The Craft of Writing (For 
Foreign Students) (F. S: 3) 

Techniques for writing effective and correct En- 
glish prose using an awareness of English gram- 
matical structures along with the concepts ot 
English rhetoric. The development of English 
vocabulary, paraphrase, and imitative expression 
through the reading of short expositor)' and lit- 
erary prose. The opening of creative expression 
in writing through the reading of modern poetry 
and through engagement with process writing 
exercises. The writing of examination essays and 
of papers through practical exercises. 

Exclusively for students whose native lan- 
guage is not English. This course satisfies the 
undergraduate Core requirement in Writing. 
Enrollment by placement test only. 

Raymond G. Biggar 

Aisha Saidi 

Joseph Davis 

SL 1 20 (EN 1 20) The Study of Literature (For 
Foreign Students) (F, S: 3) 

The close and critical reading of key works of 
English literature with special attention to the 
richness of English language expression contained 
in them. Training in the rapid reading of more 
difficult literary texts, in writing a precis of a liter- 
ary passage, and in becoming alert to the expres- 
sive devices that characterize English prose and 
poetry. Exclusively for students whose native lan- 
guage is not English. This course satisfies the 
undergraduate Core requirement in Literature. 
Enrollment by placement test only. 

Raymond G. Biggar 
Aisha Saidi 

SL 1 57-1 58 Praktika russkoj rechi l/ll 
(F: 3-S: 3) 

Prerequisite or corequisite: Intermediate Russian II 
or equivalent 

A special practicum for the development of 
active skills in Russian. Extensive vocabulary 
work, grammar drills, conversation, pereskaz and 
composition for students who intend to continue 
to an advanced level. Conducted in Russian. 

Lidia Bukhbinder 
Cynthia Simmons 

SL 163-164 Chukyu kaiwa l/ll (F: 3-S: 3) 

Prerequisite or corequisite: Intermediate Japanese II 
or equivalent 

A special practicum for the development of 
active skills, especially speaking, in Japanese. Ex- 
tensive vocabulary work, grammar drills, conver- 
sation, descriptive narration, and composition for 
students who intend to continue to an advanced 
level. Conducted in Japanese. Takako Minami 

SL 165-166 Zhongji kouyu l/ll (F: 3-S: 3) 

Prerequisite or corequisite: Intermediate Chinese II 
or equivalent 

A special practicum for the development of 
active skills, especially speaking, in Chinese. Ex- 
tensive vocabulary work, grammar drills, conver- 
sation, descriptive narration, and composition for 
students who intend to continue to an advanced 
level. Conducted in Chinese. Li Zhuqing 



SL 205 Tolstoj and Dostoevskij (in translation) 

(3) 

A comparative presentation of Russia's two ma- 
jor writers. Their different perceptions of reality, 
their views on art, civilization, Christian ethics, 
etc., are discussed in connection with their prin- 
cipal novels. Conducted entirely in English. Of- 
fered biennially Michael B. Kreps 

SL 216 (EN 552) Poetic Theory (3) 

Traditional and contemporary theories of 
prosody and metre described and analyzed within 
the framework of modern structural and genera- 
tive approaches to language as well as from the 
viewpoint of (Russian) Formalism. Textual ma- 
terial is mainly English, although students may 
present texts in any language for required papers. 
Conducted entirely in English. Offered biennially 

Lawrence G. Jones 

SL 221 (TH 198) The Language of Liturgy (S: 3) 

The application of structural techniques to an 
analysis of liturgical form both in the poetic-reli- 
gious context of the language of worship and in 
the more broadly based systems of non-verbal 
symbolism (music, gesture, vestments and ap- 
pointments). Offered triennially 

M. J. Connolly 

SL 222 Classics of Russian Literature (in 
translation) (3) 

A survey of major works, authors, and movements 
in Russian literature from the twelfth century up 
to the Russian Revolution. Conducted entirely in 
English. Offered biennially Lawrence G.Jones 

SL 227 Advanced Russian Grammar (F: 3) 

Prerequisite: SL 158 Praktika russkoj rechi II or 
equivalent 

Intensive reading of difficult Russian texts, 
translation from English into Russian, correct 
expository composition and a review of fine points 
of Russian grammar. Conducted in Russian. Of- 
fered annually Michael B. Kreps 

SL 230 Russian Literature of the Fantastic (in 
translation) (3) 

A study of grotesque, bizarre, surrealistic, super- 
natural, and fantastic themes in a wide range of 
Russian short stories and novels by writers such 
as Gogol, Pushkin, Turgenev, Dostoevskij, 
Bulgakov, Leskov, Nabokov, and Sinjavskij as well 
as in the genre of science fiction. Western liter- 
ary parallels in the works of E.T.A. Hoffman, de 
Maupassant, Poe, Kafka, and others. Conducted 
entirely in English. Offered biennially 

Michael B. Kreps 

SL 234 The Polish Language (S: 3) 

An intensive and rapid introduction to the pho- 
nology and grammar of Polish and the reading of 
literary and expository texts. 
Recommended: Prior experience with a Slavic lan- 
guage. Offered biennially Michael B. Kreps 

SL 240 The Contemporary Russian Novel (in 
translation) (3) 

An introduction, in English, to the highest 
achievements in the post-Revolutionary Russian 
novel, and an application of modern methods of 
critical analysis to the genre. Conducted entirely 
in English. Offered biennially 

Michael B. Kreps 



SL 243 Image and Icon in Russian Literature (in 
translation) (3) 

A study of verbal images in Russian literature and 
a comparison of these with works in Russian vi- 
sual art, from the early icon tradition through to 
the modern period. An examination of the detail 
of delineation, of the role of context in the speci- 
fication of the imaging process and of parallels in 
visual art to the role of dialogue in verbal art. 
Conducted entirely in English. Offered biennially 

Lawrence G. Jones 

SL 245-246 Advanced Chinese l/ll (F: 3-S: 3) 

Prerequisite: SL 166 Zhongji kouyu II or equivalent 
A review of difficult points of Chinese gram- 
mar and sentence structure, with extensive prac- 
tice in composition and conversation and in the 
reading and analysis of selected modern Chinese 
newspaper articles, short stories and texts. Read- 
ings also include an introduction to Classical 
Chinese. Conducted entirely in Chinese. Offered 
annually Jovina Y-H Ting 

SL 253 The Celtic Heroic Age: Word and Image 

(F:3) 

Sagas of heroes, heroines, gods, and wizards pre- 
served in Irish and Welsh literature open a win- 
dow on the Celtic warrior aristocracy that domi- 
nated much of pre-Christian Europe. Transla- 
tions from the rich tradition of epic and 
wondertale, with close attention to key philologi- 
cal detail, are juxtaposed with archaeological 
materials and accounts of Greek and Roman au- 
thors to draw a composite picture of the high 
barbarian Europe of the Celts. Special attention 
is given to the persistence of this traditional cul- 
ture in the British Isles, where it survived to be 
modified by Christianity and literacy. The Celtic 
legends of King Arthur serve as a recurring theme. 

John T. Koch 

SL 255 Modern Chinese Writers (in translation) 

(3) 

A study, in English, of selected works of twenti- 
eth-century Chinese writers: Novels and short 
stories by Lu Xun, Ba Jin, Lao She, Mao Dun, 
Ting Ling, Qian Zhong-shu, Eileen Chang, Lin 
Hai-ying, and others, studied within the context 
of changing political, social and cultural condi- 
tions in China and Taiwan. Lectures and readings 
in English. Offered biennially 

Jovina Y-H Ting 

SL 257-258 Advanced Japanese l/ll (F: 3-S: 3) 

Prerequisite: SL 164 Chukyu kaiwa II or equivalent 
A review of Japanese grammar and sentence 
structure, extensive practice in composition and 
conversation. The reading and analysis of selected 
Japanese literary prose, poetry, and expository 
prose. Conducted entirely in Japanese. 

Tatsuya Matsumoto 

SL 260 (EN 100) Advanced Readings in Modern 
Irish (F, S: 3) 

Prerequisite: SL 068/EN 098 or equivalent 

The reading of literary texts in all dialects of 
Modern Irish; building proficiency in Irish com- 
position. Philip OTeaiy 

SL 261 Love and Nature in Far Eastern 
Literatures (in translation) (S: 3) 

An introduction to the literary traditions of the 
major East Asian cultures through reading and 
discussion, in English, of representative Chinese, 



College of Arts & Sciences • Si wi< \\i> K\m i rn Langi uses 



103 



Japanese and Korean lyrical poetry and prose 
from ancient times to the present. Themes exam- 
ined include: human relationships, mankind and 
nature, the individual and society. An exploration 
of some eastern concepts of poetics and literary 
theory in the context of general philosophical 
thought. Comparisons and connections among 
the individual traditions and across time. Lectures 
and readings in English. Offered biennially 

Li Zhuqing 
Nancy Hodes 

SL 262 Gods and Heroes in Far Eastern 
Literatures (in translation) (S: 3) 

An examination, through illustrative readings in 
East Asian masterworks and through an accom- 
panying analysis, of heroic and divine dimensions 
in the literary traditions of the major East Asian 
cultures, of how the Far East understands the 
Divine and the Human, of how these interact on 
the battlefield, in the rise and fall of governments, 
and in the tensions between individual and soci- 
ety. Lectures and readings in English. Offered bi- 
ennially Li Zhuqing 

Nancy Hodes 

SL 263 Far Eastern Civilizations (F: 3) 

An overview of the ancient and modern cultures 
of the Far East with emphases on China, Japan 
and Korea and with a consideration of cultural 
currents from neighboring India, Mongolia, and 
Manchuria. Selected illustrative topics from lit- 
erature and language, history and politics, 
economy and social structures, philosophy and 
religion, art and archaeology. Required for Asian 
Studies minors. Lectures and readings in English. 
Offered annually Li Zhuqing 

Nancy Hodes 

SL 267 Early Ireland: Lore and Language (S: 3) 

A survey of Irish prehistory and history from the 
beginning of settled agriculture until the Norman 
incursions of the twelfth century. Material culture 
and its reflection in the language and literature are 
studied alongside political history. An important 
segment is devoted to the historical Saint Patrick. 
Offered biennially John T. Koch 

SL 306 Approaches to Russian Literature (F: 3) 

The application to Russian literature of literary 
criticism and theory from Aristotle's Poetics 
up through traditional criticism, the Prague 
School, various types of structuralism, and 
deconstruction. The study of Russian literature 
in its native context receives special attention, with 
readings from such theorists as Belinskij, 
Alerezhovskij, Shklovskij, Sinjavskij, and Baxtin. 
All Russian literary and critical texts are read in 
the original. Offered annually 

Cynthia Si?nmons 
SL 307 Russian Drama (3) 
A close study of selected works in this genre from 
Fonvizin through Tolstoj, Chexov, Blok and 
Majakovskij to the modern theater. The structure 
of the drama and the techniques of the romantic 
and the realist will be examined. Lectures and 
readings entirely in Russian. Offered triennially 

Michael B. Kreps 
SL 308 Dostoevski! and Tolstoj (3) 
A study and analysis of realism in the works of two 
of Russia's most influential writers. Readings and 
selected criticism. Conducted in Russian. Offered 
triennially Michael B. Kreps 



SL 31 1 (EN 527) General Linguistics (F: 3) 

An introduction to the history and techniques of 
the scientific study of language in its structures 
and operations: articulatory and acoustic phonol- 
ogy, morphological analysis, historical recon- 
struction, and syntactic models. Offered annually 

M.J. Connolly 

SL 316 Old Church Slavonic (F: 3) 

The origins and development of the Slavic lan- 
guages; the linguistic structure of Old Church 
Slavonic and its relation to modern Slavic lan- 
guages, illustrated through readings in Old 
Church Slavonic texts. 

Recommended: Prior study of a Slavic language. 
Offered biennially M. J. Connolly 

SL 317 Old Russian (F: 3) 

An intensive study of the grammar and philology 
of Old Russian and early East Slavic; readings in 
Russian secular and religious texts from the 
Kievan period through the seventeenth century; 
Russian Church Slavonic as a liturgical language. 
Recommended: Prior study of a Slavic language. 
Offered biennially M. J. Connolly 

SL 320 Pushkin and Gogol' (3) 

Close readings of the major works of Pushkin and 
Gogol' as well as related works of Lermontov are 
included. Individual literary techniques and styles 
are studied against the background of Russian 
romanticism and the transition to Russian real- 
ism. Conducted in Russian. Offered triennially 

Michael B. Kreps 

SL 321 Turgenev and his Contemporaries (3) 

The aesthetic and ideological values of 
Turgenev's works; Turgenev's role in literary 
circles of the mid- 19th century in Russia and 
abroad. Students also explore writings of the pe- 
riod (e.g., Goncharov and Ostrovskij) for their 
polemical and ideological content. Conducted in 
Russian. Offered triennially Michael B. Kreps 

SL 323 (EN 121) The Linguistic Structure of 
English (F: 3) 

An analysis of the major features of contemporary 
English with some reference to earlier versions of 
the language: sound system, grammar, structure 
and meanings of words, properties of discourse. 
Recommended: Previous or simultaneous course 
work in Linguistics or in the history of the En- 
glish language. This course is a prerequisite for 
enrollment in SL 360/EN 660 The Teaching of 
English to Foreign Students. Offered annually 

Margaret Thomas 

SL 324 (CL 286) The History and Structure of 
Latin (S: 3) 

Prerequisite: Prior study of Latin 

An introduction to the phonological, morpho- 
logical, and syntactic structures and history of 
Latin from the earliest inscriptions through the 
classical and medieval periods up to neo-Latin. 
Offered triennially M.J. Connolly 

SL 325 (EN 528) Historical Linguistics (S: 3) 

The phenomenon of language change and of lan- 
guages, dialects, and linguistic affinities, examined 
through the methods of comparative linguistics 
and internal reconstruction. Offered triennially 

M. J. Connolly 



SL 327 Sanskrit (S: 3) 

The grammar of the classical language of India, 
supplemented through reading selections from 
the classical literature and an introductory study 
of comparative Indo-Iranian linguistics. Offered 
triennially M.J. Connolly 

SL 328 Classical Armenian (S: 3) 

A grammatical analysis of Armenian grabar, the 
classical literary language current from the fifth 
century. Sample readings from Classical Arme- 
nian scriptural, patristic, liturgical, and historical 
texts. Offered triennially M. J. Connolly 

SL 332 The Russian Short Story (3) 

The development and structure of the Russian 
rasskaz andpovest' from the 16th through the 20th 
centuries. Readings in Russian. Offered triennially 

Lawrence (1. Jones 

SL 333 Introduction to the West Slavic 
Languages (S: 3) 

A grammatical and phonological study of a fea- 
tured West Slavic language (Czech, Polish or Slo- 
vak), structural sketches of the other West Slavic 
languages, inductive readings in West Slavic texts. 
Recommended: Prior study of a Slavic language. 
Offered biennially Lawrence G. Jones 

SL 334 Introduction to the South Slavic 
Languages (S: 3) 

A grammatical and phonological study of a fea- 
tured South Slavic language (Serbo-Croatian, 
Bulgarian, Slovenian or Macedonian), structural 
sketches of the other South Slavic languages, in- 
ductive readings in South Slavic texts. 
Recommended: Prior study of a Slavic language. 
Offered biennially Lawrence G. Jones 

SL 339 (EN 234) Semiotics and Structure (3) 

Theoretical and practical considerations for the 
use of modern semiotic and structural techniques 
in the analysis of paralinguistic systems, literature, 
mythology and other products of social commu- 
nication. Offered biennially Lawrence G. Jones 

SL 342 Seminar in Russian Poetry (3) 

Detailed study of the style, structure and thematic 
content of works from a selected group of Rus- 
sian poets. Texts in Russian. Offered triennially 

Lawrence G. Jones 

SL343 (EN 512) Old Irish (S: 3) 

A descriptive and historical examination of the 
linguistic features of Old Irish among the Celtic 
and Indo-European languages; the reading of 
Early Irish texts. Offered triennially 

M J. Connolly 

SL 344 (EN 392) Syntax and Semantics (S: 3) 

An introduction to the concepts and operations 
of modern transformational-genera tive grammar 
and related models, and linguistic theories of 
meaning. Offered biennially Margaret Thomas 

M.J. Connolly 

SL 348 Chexov (3) 

A close reading in Russian of some of Chexov's 
major prose, along with a survey of the critical 
literature on his works and a brief study of the 
influence of his style on later Russian writers. 
Offered triennially Lawrence G. Jones 



104 • College of Arts & Sciences • Slavic \\d Eastern Langu u .is 



SL 349 Advanced Russian Writing and 
Translation (S: 3) 

A study of the subtleties of Russian syntax, vo- 
cabulary and style through extensive analytic- 
reading and through imitative and original writ- 
ing; the theory and practice of preparing refined 
translations both from and into Russian. Con- 
ducted entirely in Russian. Offered annually 

Michael B. Kreps 

SL 352 Russian Literary Humor and Satire (3) 

A survey of theories of humor with readings from 
selected Russian satirical and comic literature 
from the 18th to the 20th century. Conducted 
entirely in Russian. Offered triennially 

Michael B. Kreps 

SL 353 Romantizm v russkoj literature (3) 

A study of Romanticism in Russian poetry, drama, 
and narrative literature of the 19th century. A 
close analysis of the features of this literary move- 
ment in works of Zhukovskij, Marlinskij, Pushkin, 
Lermontov and others. Romantic literature as a 
genre within a larger European framework. Con- 
ducted entirely in Russian. Offered triennially 

Michael B. Kreps 

SL 356 Classics in Linguistics (3) 

Prerequisites: A course in General Linguistics and 
at least one additional Linguistics elective. Stu- 
dents must be prepared to follow some of the 
readings in the original languages. 

Supervised readings, reports, and discussions 
on formative and important works in the devel- 
opment of linguistic thought from the ancient 
world up through modern linguistic controver- 
sies. Readings are chosen with partial consider- 
ation of students' research interests. 

Margaret Thomas 

M.J. Connolly 

Joseph Davis 

SL 358 The Linguistic Structure of Japanese (3) 

A linguistic outline of the Japanese language for 
students with some previous exposure to Linguis- 
tics or to Japanese (but not necessarily to both). 
The phonological and writing systems of Japanese 
and their origins; fundamentals of Japanese syn- 
tax and characteristics of Japanese vocabulary. 
Offered triennially Margaret Thomas 

SL 360 (EN 660) The Teaching of English as a 
Foreign Language (S: 3) 

Prerequisite: SL 323/EN 121 The Linguistic 
Structure of English or equivalent 

An overview of the field of foreign language 
learning and teaching from a linguistic perspec- 
tive with an emphasis on issues involved in teach- 
ing of English to non-native speakers. An exami- 
nation of the relationship between views of the 
nature of language and different approaches to 
language teaching. Supervised experience in the 
teaching of English. Margaret Thomas 

Joseph Davis 

SL 361 (PS 261) Psycholinguists (F: 3) 

An exploration, from a linguistic perspective, of 
some classic issues at the interface of language and 
mind. Topics include: the production, perception, 
and processing of speech; the organization of lan- 
guage in the human brain; the psychological re- 
ality ot grammatical models; animal communica- 
tion; the acquisition of language both by children 
and by adults; the innateness hypothesis. 
Recommended: Some background in Linguistics or 
Psychology. Offered biennially Margaret Thomas 



SL 362 (SC 362) Language in Society (3) 

An introduction to the study of language in its 
social context: varieties of language associated 
with social class, ethnicity, locale, and age; bilin- 
gualism; pidgin and Creole languages; proposals 
about the relationship of language, thought, and 
culture; the structure and role of discourse in dif- 
ferent cultures. Sociolinguistic issues of contem- 
porary interest, including: language and gender, 
language planning, and language and public 
policy. Original language oriented research forms 
an essential part of the course. Offered biennially 

Margaret Thomas 

SL 365 Readings in Chinese Literature and 
Philosophy (3) 

Selected readings in fundamental Confucian and 
Taoist texts and in the Yi-jing (Book of Changes); 
selected readings of representative major works 
of Chinese poetry, prose, fiction, and drama, in- 
cluding the Shi-jing (Book of songs) and Chu-ci 
(Songs of the Chu); an examination of the influ- 
ence of philosophical ideas in the development of 
Chinese literature. Conducted entirely in Chi- 
nese. Offered biennially Jovina Y-H Ting 

SL 366 Business Chinese (S: 3) 

An analysis of the patterns and distinctive char- 
acteristics of business transactions and reporting 
in Chinese, along with numerous practical exer- 
cises. Business correspondence, report writing, 
the Chinese curriculum vitae and resume, ques- 
tionnaires, commercial law and regulations are 
considered. Specialized vocabularies for import 
export, marketing, finance, and economics are 
discussed. Conducted entirely in Chinese. Offered 
biennially Jovina Y-H Ting 

SL 367 (EN 127) Language and Language 
Types (3) 

Recent work in linguistics, cognitive science, and 
comparative philology in relation to questions 
raised by the varieties of natural language: how do 
human languages differ and what are the limits on 
variation? Analysis of linguistic variation at the 
phonological, morphological, syntactic, and prag- 
matic levels, as well as discussion of genetic (his- 
torical) relationships among the world's languages 
are considered. 

Recommended: SL 311 (General Linguistics) or 
equivalent, and at least one additional course in 
linguistics, or permission of the instructor. Offered 
triennially Margaret Thomas 

Research Courses 

The following tutorials and courses of reading and 
research are intended solely for students who have 
exhausted present course offerings or are doing 
thesis work on advanced topics. The precise sub- 
ject matter and scheduling are determined by ar- 
rangement and such courses may be repeated for 
credit. 

SL 388 Senior Honors Project 
SL 390 Advanced Tutorial: Russian Language 
SL 391 Advanced Tutorial: Russian Literature 
SL 392 Advanced Tutorial: Linguistics 
SL 393 Advanced Tutorial: Chinese 
SL 394 Advanced Tutorial: Slavic Linguistics 
SL 395 Advanced Tutorial: Japanese 
SL 399 Scholar of the College Project 
SL 400 AB Comprehensive (Russian) 
SL 401 AB Comprehensive (Linguistics) 
SL 402 AB Comprehensive (Slavic Studies) 



SL 791 Russian Literature: Reading and Research 

SL 792 Linguistics: Reading and Research 

SL 794 Slavic Linguistics: Reading and Research 

Other Courses 

Other courses in the Department's repertory, 
offered on a non-periodic basis, include the fol- 
lowing: 

SL 007-008 Introduction to Arabic I/II 
SL 065-066 Continuing Arabic I/II 
SL 206 (EN 206 / SC 206) Language, Society, and 
Communication 

SL 225 Russian Folklore (in translation) 
SL 226 Readings in Russian Short Prose 
SL 231 Slavic Civilizations 
SL 233 (EN 571) Applied English Grammar and 
Style 

SL 235 Chekhov's Plays and Stories (in transla- 
tion) 

SL 236 A Survey of Polish Literature (in transla- 
tion) 

SL 237 Sounds of Language and Music 
SL 238 The Language of Computing 
SL 244 (EN 099) The Irish Language 
SL 254 (TH 154) History of Eastern Orthodoxy 
SL 264 The Western Discovery of the East 
SL 265 The Dissonant Muse 
SL 305 History of the Russian Language 
SL 306 Russian Literary Research 
SL 312 The Indo-European Languages 
SL 313 Structural Poetics 
SL 3 14 Old Persian and Avestan 
SL 3 15 The Czech Language 
SL 322 The Structure of Modern Russian 
SL 335 Early Russian Literature 
SL 337 Comparative Slavic Linguistics 
SL 338 Tolstoy & Solzhenicyn 
SL 341 The Study of Russian Literature 
SL 351 Topics in Linguistic Theory 
SL 354 Bulgakov, Pasternak, Solzhenicyn 
SL 355 Linguistics and Computing 
SL 359 The Structure of Biblical Hebrew 
SL 363 Masterstvo perevoda 
SL 364 Readings in the History of Arabic Litera- 
ture 



College of Arts & Sciences • Sociology • 105 



o 



I O L O 



FACULTY 

Severyn T. Bruyn, Professor; A.B., A.M., 
Ph.D., University of Illinois 

Charles K. Derber, Professor; A.B., Yale Uni- 
versity, Ph.D., University of Chicago 

William A. Garrison, Professor; A.B., Antioch 
College, A.M., Ph.D., University of Michigan 

Jeanne Guillemin, Professor; A.B., Harvard 
University; A.M., Ph.D., Brandeis University 

Lynda Lytle Holmstrom, Professor; B.A., 
Stanford University; A.M., Boston University; 
Ph.D., Brandeis University 

David A. Karp, Professor; A.B., Harvard Col- 
lege; Ph.D., New York University 

Ritchie P. Lowry, Professor; A.B., A.M., Ph.D., 
University of California at Berkeley 

Stephen J. Pfohl, Professor; B.A., Catholic Uni- 
versity of America; M.A., Ph.D., Ohio State 
University 

David Horton Smith, Professor; A.B., Univer- 
sity of Southern California; A.M., Ph.D., 
Harvard University 

John B. Williamson, Professor; B.S., Massachu- 
setts Institute of Technology; Ph.D., Harvard 
University 

Paul S. Gray, Associate Professor; A.B., 
Princeton; A.M., Stanford University; A.M., 
Ph.D., Yale University 

Sharlene J. Hesse-Biber, Associate Professor; 
Chairperson of the Department; A.B., A.M., 
Ph.D., University of Michigan 

Seymour Leventman, Associate Professor; A.B., 
Washington State College, Chicago; A.M., In- 
diana University; Ph.D., University of Minne- 
sota 

Michael A. Malec, Associate Professor; B.S., 
Loyola University; M.S., Ph.D., Purdue Uni- 
versity 

Paul G. Schervish, Associate Professor; A.B., 
University of Detroit; A.M., Northwestern 
University; M.Div., Jesuit School of Theology 
at Berkeley; Ph.D., University of Wisconsin 

Eve Spangler, Associate Professor; A.B., Brook- 
lyn College; A.M., Yale University; M-L.S., 
Southern Connecticut State College; Ph.D., 
University of Massachusetts 

Diane Vaughan, Associate Professor; B.A., M.A., 
Ph.D., Ohio State University 

William A. Harris, Assistant Professor; BA., 
UCLA; M.A., Yale University; Ph.D., Stanford 
University 



PROGRAM DESCRIPTION 

The undergraduate program in Sociology is de- 
signed to satisfy the intellectual and career inter- 
ests of students who are concerned about what is 
happening in their society and in their daily per- 
sonal interactions. The program prepares stu- 
dents for graduate study in sociology, social work, 
urban affairs, governmental administration, 
criminal justice, the law, industrial organization, 
education, etc. The sociological perspective and 
the technical knowledge and skills developed in 
the program contribute to personal growth and 
are useful in a broad range of occupations. 

The University Core Curriculum Committee, 
who oversees designation of all Core courses has 
approved the courses numbered SC 001-SC 097 
as Core offerings for the Class of 1997 and be- 
yond. The themes of these courses are concerned 
with the many groups that the individual forms — 
families, tribes, communities, and states, and a 
great variety of social, religious, political, business 
and other organizations that have arisen out of 
living together. 

Requirements for the Major in 
Sociology 

• Either Introductory Sociology (SC 001) or Prin- 
ciples of Sociology (SC 100) is the first required 
course as a prerequisite for all upper-level courses. 

• Statistics (SC 200), Social Theory (SC 215), and 
Research Methods (SC 210); these may be taken 
concurrently with the six required electives. It is 
recommended that Statistics be taken before Re- 
search Methods. 

• Six electives numbered SC 002 or higher (ex- 
cept for SC 100). Of these courses, at least three 
must be upper-level courses that are numbered 
SC 299 or higher. 

Joint Master's Degree With a 
Sociology Major 

Majors in Sociology have two optional programs 
available that offer students the opportunity to 
earn two degrees over a period of five consecutive 
years. These programs save the time and cost of 
one year of graduate study. 

Option 1 : B.A. and M.A. in Sociology 

Students must apply for admission to this program 
c.-.r'y in the spring of their junior year. Some ad- 
vanced placement, language requirement exemp- 
tion, and/or summer school courses may be nec- 
essary to finish in five years. The B.A. degree will 
be awarded with the student's undergraduate 
class, the M.A. one year later. (For details, con- 
sult Prof. Sharlene Hesse-Biber.) 

Option 2: B.A. and M.S.W. 

The choice of this program will provide the So- 
ciology major with an undergraduate B.A. degree 
in Sociology and with the professional degree of 
Master of Social Work. The B.A. degree will be 
awarded with the student's undergraduate class, 
the Master's degree one year later. The choice of 
this program should be made by Sociology ma- 
jors in their sophomore year so that the required 
course sequences and degree requirements can be 
fulfilled. (For details, consult Prof. Sharlene 
Hesse-Biber.) 



COURSE OFFERINGS 

Core 

SC 001 Introductory Sociology (F, S: 3) 

This is a Core course in the Social Science area 
designed to provide students with sociological 
angles of vision, hearing and feeling as they per- 
tain to their own lives and the lives of others 
around them. Focusing on American society, the 
student will study and analyze the obvious and the 
not-so-obvious features of our changing social in- 
stitutions and should acquire new insights and 
new critical perspectives. Ritchie Lowiy 

David A. Karp 

David H S??iith 

The Department 

SC 003 Introductory Anthropology (S: 3) 

(Meets the Cultural Diversity requirement for 
Class of 1997 and on) 

This is a survey course designed to familiarize 
students with basic concepts in social anthropol- 
ogy. These include traditional versus modern no- 
tions of the community, religion, economics and 
politics. Jeanne Guillemin 

SC 008 Marriage and the Family (F, S: 3) 

This course will analyze sociological theories and 
research on the family with particular attention 
to (1) the family and the broader society; (2) the 
family and the life cycle (e.g., courtship, marriage, 
parenthood); (3) changing roles for men and 
women; (4) alternative family structures; and (5) 
differences in family experiences by race/ethnicity 
and socio-economic class. 

Lynda Lytle Holmstrom 

SC 022 Sociology of Crime and Punishment 
(F, S: 3) 

The goal of this course is to introduce students 
to the sociological perspective through the issues 
of deviance, crime, and the historic efforts to ex- 
plain and control them. We spend the first half 
of the term examining the search for the causes 
of crime, ranging from 19th century England and 
Italy to 20th century America. In the second half, 
we examine patterns of homicide, rape, property 
crime, corporate crime, and family violence in or- 
der to develop both theories of cause and evalu- 
ate strategies for control. Diane Vaughan 

The Department 

SC 023 (BK 146) Dynamic/Community Politics 

(F:3) 

(See description of course in Black Studies sec- 
tion) Sandra Sandiford 

SC 028 Love, Intimacy and Human Sexuality 
(F, S: 3) 

This course draws on sociological and anthropo- 
logical sources included in theories of identity 
formation, marriage and family, and gender be- 
havior. The course emphasizes analysis of inti- 
mate relations-how they are sought, sustained, 
and fail. The course is structured around case 
studies, both clinical and from fiction and film, 
with special focus on the phenomenon of roman- 
tic love. Jeanne Guillemin 



106 • College of Arts & Sciences • Sociology 



SC 030 Deviance and Social Control (F, S: 3) 

This course represents a social and historical in- 
quiry into the battle between the power of a given 
social order and its deviant others. It is a story of 
control and resistance within societies organized 
according to economic, heterosexist, racial, and 
imperial hierarchies. It is a story of madness, re- 
ligious excess and the pornographic violence of 
\\ estern Man and his most powerful social insti- 
tutions. It is also a narrative of the resistance of 
women, peoples of color, those who desire sex dif- 
ferently and those impoverished by the normal re- 
lations of a given social order of things in time. 

Stephen J. Pfohl 

SC 032 Business and Society (F, S: 3) 

This course is designed for students interested in 
business careers. We examine the changing role 
of business in society, including issues in corpo- 
rate governance, professional ethics, worker self- 
management, and the social development of work 
systems in American enterprise. We will review 
current trends in corporate accountability, occu- 
pational safety and health, government deregu- 
lation of industry, social self- regulation, environ- 
mental and consumer protection, ethical invest- 
ing, social auditing, and the changing character 
of multinational corporations. 

Severyn T. Bruyn 

SC 041 (BK 151) Race Relations (F, S: 3) 

(Meets the Cultural Diversity requirement for the 
Class of 1997 and on) 

An examination of race and ethnic relations in a 
mass society with emphasis on the minority com- 
munity, systems of power and domination, and 
racial and ethnic ideologies in relation to pro- 
cesses of social change. Seymour Leventman 

The Department 

SC 043 (BK 155) Introduction to African- 
American Society (F, S: 3) 

(Meets the Cultural Diversity requirement for 
Class of 1997 and on) 

This is an introduction to studies of African 
peoples in the Americas as revealed in the litera- 
ture of the social and behavioral sciences. This 
survey of African-Americans is not chronological, 
but topical. Starting with a working definition of 
culture, the survey radiates outward from views 
on family to those on activities in the community. 
The nexus of politics and religion is covered. The 
survey concludes with perspectives of change. 

The Department 

SC 049 Social Problems (F, S: 3) 

This course will examine the often unquestioned 
biases of popular myths and social scientific para- 
digms about various social problems, including 
drug abuse, poverty, racial and gentler discrimi- 
nation, environmental pollution, corporate devi- 
ance, and war. It is these biases that often account 
for why programs intended to resolve problems 
fail. The course will also consider alternative views 
that are based upon an historical, cultural and 
critical perspective. Ritchie P. Lowry 

The Department 

SC 063 Women and Work (S: 3) 

"I his course provides a concise overview of 
women at work. While we concentrate on women 
workers in contemporary America, we will pro- 
vide a brief historical overview ot women's work 



patterns. We analyze the range of social, eco- 
nomic and political factors underlying women's 
increased labor force participation over time. Our 
approach is holistic and feminist. In order to un- 
derstand women's position in the work world, we 
must analyze their economic position in the con- 
text of other institutions of society — the eco- 
nomic, political and educational. 

The Department 

SC 072 Inequality in America (F: 3) 

This course examines class inequality in Ameri- 
can society. It not only describes how the rich, the 
poor and the middle classes live, but also how they 
relate to one another. Topics include the strate- 
gies used by the rich for maintaining the status 
quo, the hopes cherished by the middle class for 
improving their position, and the obstacles used 
to keep the poor in their place. Eve Spangler 

SC 079 Social Psychology (F, S: 3) 

This introductory course provides an overview of 
social psychology, which is the study of how a 
person's thoughts, motives, feelings and actions 
affect and are affected by other people. Major 
topics covered in 1994 include theory, method, 
person perception, persuasion, prejudice and dis- 
crimination, interpersonal attraction, intimate re- 
lationships, helping behavior, aggression, social 
influence and conformity, group processes, ter- 
ritoriality and crowding, business, law, and health. 
Theories considered are genetic theory and so- 
ciobiology, learning theory, cognitive theory, psy- 
choanalytic theory, and role play. 

David H. Smith 

SC 084 Mass Media in American Society 
(F, S: 3) 

The purpose of this course is to increase your un- 
derstanding of how the mass communication sys- 
tem operates, of how and why media products 
take the form that they do, and of how public 
opinion is shaped by these products. The first half 
of the course shows how news is constructed and 
how the media frame the way we think about so- 
cial and political issues. The second half shows 
how news production is organized in the United 
States and how this organization affects what we 
see, hear, and read. William A. Gamson 

SC 092 Peace or War? (F, S: 3) 

War is a rich topic for exploring the most funda- 
mental questions of sociology. The end of the 
Cold War has not ended America's many bloody, 
often covert, military interventions, especially in 
the Third World. This course probes the reasons 
for our country's historical and current wars-from 
V tetnam to Central America, from the Balkans to 
the Middle East-and offers students a profoundly 
new and disturbing perspective on their society. 

Charles K. Derber 

SC 097 Death and Dying (S: 3) 

This course presents an overview of the major is- 
sues, themes, and controversies in the death and 
dying literature. Historical, cultural, political, 
economic, and psychological aspects are consid- 
ered, but the emphasis is on sociological dimen- 
sions and perspectives. Among the issues to be 
considered are the following: historical trends in 
life expectancy, attitudes toward death, cross-cul- 
tural and historical perspectives on death, the 
development of children's understanding of 



death, health care for the dying, patient-caregiver 
relationship, the social role of the dying patient, 
funeral practices, bereavement, truth telling and 
the terminal patient, wills, suicide, near-death 
experiences, and social immortality. 

John B. Williamson 

Non-core courses (See introductory section for 
requirements for Sociology Majors) 

SC 100 Principles of Sociology (F, S: 3) 

This course is an introduction to the field de- 
signed for majors. The focus will be on fundamen- 
tal sociological concepts, theories and methods. 
We will consider the forces that contribute to 
social order including the nature of social inter- 
action, group processes, gender roles, and social- 
ization. Emphasis will also be put on features of 
social differentiation in society such as deviance, 
social stratification, and race relations. 

David A. Knrp 
Michael A. Make 

SC 1 24 Gender Roles in a Changing Society 
(F, S: 3) 

This course will focus on the ways in which bio- 
logical men and women become masculine and 
feminine beings. We will analyze the cultural and 
historical factors that shape our conceptions of 
masculinity, femininity and sexuality. Our 
gendered identities are an integral part of our ex- 
perience. We often accept them as natural. Our 
identities are social processes that organize our 
perceptions of the world, our ideas and behavior. 
We will examine issues of gender inequality and, 
finally, theorize about alternative conceptions of 
gender. The Department 

SC 1 32 Extraordinary Groups (F, S: 3) 

This course is an overview of deviant groups in 
society. Taking a variety of examples, from juve- 
nile gangs to the Ku Klux Klan, from religious 
cults to riots, from free sex communes to social 
movement organizations, we look at why people 
join these deviant groups, how the membership 
is different, why such groups form, how they 
maintain their separateness, what they accomplish 
and how they relate to the larger society in which 
they exist. David H. Sinith 

SC 1 37 Population and Ecology (S: 3) 

This course will examine the interrelationship be- 
tween population processes (fertility, mortality, 
migration) and the physical and social environ- 
ment. We will study historical and present day 
trends in population growth with special empha- 
sis on third world countries. The Department 

SC 141 Cross-Cultural Studies (S: 3) 

This course examines the social structures and in- 
stitutions of selected societies in the Caribbean 
basin. We will study, among others, the institu- 
tions of government, economy, religion, family 
and sports; we will examine the effects of struc- 
tural variables such as race, ethnicity, language 
and gender. Comparisons will be made among the 
various cultures and with other societies, espe- 
cially the United States. Michael A. Make 

SC 144 Legal and Illegal Violence Against 
Women (S: 3) 

This course will analyze the use of violence and 
of the threat of violence to maintain the system 
of stratification by gender. The focus will be on 
rape, incest, spouse abuse, and related topics. 
Strategies for change will also be discussed. 

Lynda Lytic Hohnstrom 



College of Arts & Sciences • Sociology • 107 



SC 1 54 Medical Sociology (F: 3) 

The course will discuss (1) the social creation of 
disease (i.e., social factors that increase one's 
chances of contracting disease) and (2) the medi- 
cal system's response to disease. Special empha- 
sis will be placed on the power of the professions; 
clinician-patient relationships; medical mistakes; 
what health and illness mean to people; hospitals 
and other organizations within which medical 
work is done; and contemporary debates (e.g., 
prolongation of life) taking place in the medical 
arena. Lynda Lytic Holmstrom 

SC 1 56 Sports in American Society (S: 3) 

An examination of sport as a social institution: 
how it relates to our political, educational and 
economic systems, and how it deals with problems 
such as violence, racism and sexism. 

Michael A. Make 

SC 1 88 Sociology of Organizations (S: 3) 

This is an introductory course that will be divided 
into two parts. The first part will focus on orga- 
nization structure and internal processes, and how 
these factors affect the organization's ability to 
meet its goals as well as how they affect the lives 
of the organization members. The second part of 
the course will focus on organizations within the 
context of their environments. How does the en- 
vironment affect the organization, and how do or- 
ganizations affect and manage their own. 

J. Joseph Burns 

SC 191 Comparative Social Change (F: 3) 

This course is an introductory level examination 
of social change, viewed from a theoretical, his- 
torical, and contemporary perspective. Significant 
trends in the United States are analyzed within a 
world wide context. The issues include the follow- 
ing: the decline of community, the impact of tech- 
nology, the globalization of the economy, the 
persistence of inequality, the rise of social move- 
ments, and the end of the Cold War. A critical 
examination of the roles of worker, consumer, 
family member, and citizen is encouraged. 

PuulS. Gray 

SC 200 Statistics (F, S: 3) 

This course is an introduction to statistics, and the 
emphasis is on the use of the computer facilities, 
the VAX, and programming in SPSS. Statistical 
issues covered include measures of central ten- 
dency, measures of dispersion, hypothesis testing, 
measures of correlation, simple regression, and 
one-way analysis of variance. William A. Harris 

Michael A. Malcc 
John B. Williamson 

SC 210 Research Methods (F, S: 3) 

This course acquaints students with the range of 
research methods used in sociological work. We 
discuss die philosophical assumptions that under- 
lie a scientific approach to the study of social life, 
and consider the interplay of data, method and 
theory. In addition to presentation of specific 
techniques, we will also consider questions sur- 
rounding the politics and ethics of research in the 
social sciences. Paul S. Gray 

William A. Harris 

David Kiirp 

The Department 



SC 215 Social Theory II (F, S: 3) 

This course reviews the major lines of classical to 
contemporary sociological theory. The emphasis 
will be on reading primary sources. Each classi- 
cal theoretical writer will be paired to one or more 
contemporary theorist who works out of the same 
orientation as the classical writers. The classical 
writers will include Adam Smith, Marx, 
Feuerbach, Durkheim, Weber, Tocqueville, 
Martineau, Durkheim and Dubois. 

William A. Hairis 

Paul G. Schervish 

Eve Spaugler 

The Department 

SC 225 (EN 125) (PS 125) Introduction to 
Feminisms (F, S: 3) 

A course taught by Women's Studies faculty and 
student- teams under faculty direction to acquaint 
students with a large range of academic and life 
experience topics that have been affected by the 
Women's Studies scholarship. After a preliminary 
meeting the class divides into 12-14 person semi- 
nars that meet once a week to discuss and study 
such issues as women's history, feminist theory, 
sex roles and socialization, gender and health, 
religion, work, literature and essays by and about 
women. The course emphasizes participation and 
collective work on projects. Alex Chasin 

SC 242 (BK 242) Black Women and Feminism 

(F:3) 

This course is an examination of the black 
woman's involvement in the feminist movement 
and of her resulting dilemma. The course will 
explore the issues of double discrimination, the 
matriarchy, over-achievement, male/female rela- 
tionships, and fear of success. These themes will 
make the connections between the political pri- 
orities black women must set when forced to 
choose between gender and race. A survey of the 
relationship between the Suffragette and other 
major Ameri can women activist organizations and 
Afro-American women will be offered. 

Amanda Houston 

SC 249 (BK 249) The Black American Family 

(F:3) 

This course will emphasize the American Black 
family's strength, resourcefulness, and ability to 
survive in an often hostile or indifferent society. 
We will consider Black families of underclass, 
working class, middle class, and elite or upper class 
status; one major objective will be to analyze and 
understand both similarities and differences in 
how Black families from these different strata are 
structured, function internally, relate to and are 
related to by the wider American society. 

The Department 

SC 250 (PL 259) (TH 327) Perspectives on War, 
Aggression and Conflict Resolution I (F: 3) 

This course is an interdisciplinary exploration of 
various alternatives to war, evaluated on the ba- 
sis of both practical and ethical criteria. Topics 
include the following: ethics of war and conflict, 
mutual deterrence, arms control and disarma- 
ment, economic conversion, world government, 
regionalism, and nonviolent resistance. 

Rein A. Uritam 

SC 251 (PL 269) (TH 328) Perspectives on War, 
Aggression and Conflict Resolution II (S: 3) 

Rein A. Uritam 



SC 268 (BK 268) (PL 268) The History and 
Development of Racism (F, S: 3) 

This course will survey historical forms which 
racism has taken in the United States and will 
identify past and present methods of opposing 
racism. Major content areas will include a study 
of European antecedents to racism in the U.S., 
including the developing of white attitudes toward 
people of color in Anglo and other societies. The 
institutionalization of racism during the Colonial 
period will be examined with emphasis on judi- 
cial decisions and legislative acts, and the devel- 
opment of the U.S. constitution. Other content 
will focus on the peculiar institution of slavery, the 
history of black protest, the abolitionist move- 
ment, Jim Crowism, and the development of the 
Web of Racism as an urban form of racism. 

Hoi-ace Seldon 

SC 278 (BK 278) The American Labor 
Movement and the Black Worker (F: 3) 

This course will examine the intricate relationship 
between black workers and the organized labor 
movement, the love-hate affiliation between la- 
bor unions and civil rights organizations, on the 
one hand, and their unity of purpose on the other. 
Issues covered will include the development of 
separate black labor movements, the use of black 
workers as strike breakers, President Roosevelt's 
Executive Order 8802 in June 1941, and the 
present involvement of blacks in the new munici- 
pal and white collar unions. In-depth attention 
will be given to the opposing philosophies of 
Booker T. Washington and W.E.B. DuBois, and 
the resulting impact upon the black worker in 
America. Amanda Houston 

SC 279 (BK 281) American Labor and Civil 
Rights Issues (S: 3) 

The course offers a comprehensive analysis of the 
effects of government policy and employer and 
labor union practices on the status of black work- 
ers. The consequences of automation and tech- 
nological change for black labor, the changing 
judicial perception of employment discrimina- 
tion, the role of federal contract compliance, and 
the effects of anti-poverty programs among the 
urban black population will be studied. We will 
examine the social characteristics of the stable 
black working class that has been central to black 
protest and to community institutions. 

Amanda Houston 

SC 299 Reading and Research (F, S: 3) 

Independent research on a topic mutually agreed 
upon by the student and professor. Professor's 
written consent must be obtained prior to regis- 
tration. This is not a classroom course. 

The Department 

SC 310 Studies in Crime and Social Justice (S: 3) 

This course invites a critical sociological engage- 
ment with the historical construction, organiza- 
tion and control of crime, the criminal and the 
criminal law. In what ways is crime symptomatic 
of hierarchical social relations? Does crime repro- 
duce or resist sex/gendered, racialized, and eco- 
nomic inequalities? How might persons con- 
cerned with social justice best theorize and act 
toward crime? In approaching these questions, 
this course will draw upon a diverse range of femi- 
nist, Marxist, multicultural, anarchist, and post- 
structuralist critical perspectives. 

Stephen J. Pfohl 



108 • College of Arts & Sciences • Sociology 



SC 316 African Sociology through the Novel 

(S:3) 

The explosive situation in contemporary South 
Africa is examined as it is seen by the novelists of 
South Africa's many communities. Included are 
the works of Peter Abrahms, D.M. Zwelonke, 
Ezekiel Mphalele, Andre Brink, J. M. Coetzee, 
James McClure and Nadine Gordimer. 

Eve Spangler 

SC 340 Internship in Sociology I (F: 3) 

This internship program is designed for students 
who wish to acquire practical work experience in 
a human service, political, social research, or so- 
cial policy agency — private or governmental, 
profit or nonprofit. Students have the primary 
responsibility for locating their own placement 
setting; however, both the instructor and the B.C. 
Internship Program Office in the Career Center 
can be of help. Students need to meet with the 
instructor before registering to get the full details 
about the course and to discuss possible place- 
ments, as they must make arrangements for their 
placements prior to the start of the course. 

John B. Williamson 

SC 341 Internship in Sociology II (S: 3) 

This course can be taken as a continuation of SC 
340 or as an independent course. 

John B. Williamson 

SC 345 Sociology of Religion (F: 3) 

This course reviews the major lines of classical 
and contemporary sociological thinking on reli- 
gious consciousness and religious practice. The 
course will examine (1) classical statements on 
religion and consciousness by Feuerbach, Marx, 
Durkheim, Freud, and Weber; (2) contemporary 
theoretical initiatives in cultural studies, neo- 
Marxism, post-structuralism, and theology; and 
(3) current research studies on religion. This 
course will be taught at an advanced level but does 
not require previous work in sociology. Students 
in theology and religious studies are encouraged 
to participate. Paul G. Schervisb 

SC 346 Economic Crisis and Social Change 
(F, S: 3) 

This course offers a new way to think about 
America, focusing on the connection between our 
deepest values as a nation and our intertwined 
economic and social problems. Economic health 
is closely linked to social health, and to reinvigo- 
rate our economy requires major change in the 
way we think about ourselves and our society, as 
well as radical social transformation. This course, 
which meets as a seminar once a week, offers an 
unusual way to think about the economy, and a 
chance for the student to rethink his or her ideas 
about the American Dream. Charles Derber 

SC 351 Power in Contemporary Society (F: 3) 

This course examines the types and uses of power 
in contemporary society, forms of power, and 
major historical changes. Also examined are the 
roles of ruling classes and elites, multinational 
corporations, the military (including the CIA), 
and political decision making by national leaders. 
Of particular importance will be a consideration 
of the characteristics of modern warfare, the lim- 
its of its use as an aspect of foreign policy, and 
alternatives to war. Ritchie P. Lowiy 



SC 367 Organizational Misconduct and Control 

(S:3) 

This graduate/undergraduate course will focus on 
the origin and control of misconduct by a variety 
of organizations, non-profit as well as profit-seek- 
ing organizations, by subunits of government 
(e.g., the police), or nation states. We will apply 
the concepts and theories of organizational behav- 
ior to see how misconduct and its control are re- 
lated to the following: (1) the competitive envi- 
ronment in which organizations exist, (2) the 
characteristics of organizations themselves (e.g., 
size, complexity, socialization, computer systems), 
and (3) the regulatory environment. 

Diane Vaughan 

SC 378 (PS 600) (SW 600) Introduction to 
Social Work (F, S: 3) 

The purpose of this course is to give students an 
overview of the field of social work. Starting with 
a discussion of the history of social work and the 
relevance of values and ethics to the practice of 
social work, the course then takes up the various 
social work methods of dealing with individuals, 
groups, and communities and their problems. 

Regina O'Grady-LeShane 

SC 399 Scholar of the College 

Permission of instructor is required. 

Sharlene J. Hesse-Biber 

SC 422 Internships in Criminology I (F: 3) 

Prerequisite: Permission of instructor is required 
Students are provided the opportunity to ap- 
ply social and behavioral science material in a 
supervised field setting consistent with their ca- 
reer goals or academic interests. Internships are 
available following consultation with the Instruc- 
tor in court probation offices and other legal set- 
tings where practical exposure and involvement 
are provided. Students are encouraged to plan to 
participate during the full academic year to derive 
maximum benefits. The Department 

SC 423 Internships in Criminology II (S: 3) 

Prerequisite: Permission of instructor is required 
Optional continuation of SC 422 on a more 
intensive level. Permission of instructor is re- 
quired. The Department 

SC 439 American Society in the Vietnam 
Decade (F: 3) 

This course is an examination of American soci- 
ety as the first new nation and first mass society. 
It traces the cultural and institutional foundations 
and the developments of modern-day America. 
The emphasis is on the structural roots that pro- 
duced the crises of the 1960s-the Vietnam De- 
cade. Seymour Leventman 

SC 445 Women and Utopias (F: 3) 

Prerequisite: Permission of the instructor 

The material covered in this course includes 
such classical works as Plato's Republic, Thomas 
More's Utopia, and others, as well as cases of 
American social experiments, e.g., Shakers, 
Hutterites, New Age communes analyzed in 
terms of the roles assigned to women and their 
repercussions for the community. Fictional Uto- 
pias formulated by women, such as Charlotte 
Perkins Oilman's Herlaud and Marge Piercy's 
Woman on the Edge of Time, are also addressed. 
Selections from Frances Barkowski's Feminist 



Utopias, Angelika Bammer's Partial Vision, Dor- 
othy Bryant's The Kin of Ata, and Rosabeth 
Kanter's Community and Commitment are required 
reading. Jeanne Guillemin 

SC 448 (BK 367) Racism and Ethnic Protest 

(S:3) 

Students will study comparative ethnic protest 
movements, recent strategies of minority group 
advancement, and the relationships between rac- 
ism, sexism, and class inequality. The course also 
reviews the sociological theory and tools for ana- 
lyzing majority-minority group domination. 

Seymour Leventman 

SC 450 Sociology of Development in Latin 
America (S: 3) 

This course compares patterns of economic and 
political transformation and the nature of middle- 
class politics in Argentina, Brazil and Mexico. We 
will explore the interaction among key social ac- 
tors, the political system and the economic sphere 
within an historic perspective. Our primary focus 
will be on examining the contrasting political ex- 
periences of sectors of the middle class in these 
societies. The course is organized around four 
main themes: (1) the general theories of develop- 
ment and the general problematic of the state in 
late developing and dependent societies; (2) the- 
ses of debate and their applicability to the Latin 
American reality; (3) social class and politics; and 
(4) historical transformation of middle class in a 
comparative perspective. The Department 

SC 460 Sociology of Women's Health Through 
the Lifespan (F: 3) 

Women are the most frequent users of the health 
care system, and the majority of workers in the 
health care system. In addition, many of women's 
normal life transitions and bodily functions have 
been medicalized, or brought under the control 
of the health care system. For these and other 
reasons, a sociological understanding of women's 
health is crucial to demystification of woman's 
relationship to her body, her health care provid- 
ers and institutions, and the overall health care 
system. 

Through examination of selected topics in 
women's health, the course will compare medi- 
cal versus the holistic views of women's health and 
women's lives. Paula Doress-Worters 

SC 468 (ED 349) Sociology of Education (S: 3) 

This course will examine the scope and usefulness 
of the sociology of education. A number of criti- 
cal problems will be examined such as the follow- 
ing: How does schooling influence socialization, 
the social organization of knowledge, and the 
structure of economic opportunity? How do 
schools as formal organizations transmit and in- 
stitutionalize social norms and habits? How do the 
dynamics of educational organization work? Does 
education generate inequality by reproducing 
social classes? Are there any relationships between 
educational achievement and economic opportu- 
nity? What role does schooling play in modern- 
ization and social change in less developed soci- 
eties? Ted I. K. Youn 

SC 491 Sociology of the Third World (S: 3) 

This course is a sociological explanation of his- 
torical and contemporary events in Asia, Africa, 
and Latin America. This course ties together 



College of Arts & Sciences • Sociology • 109 



themes of social, political, and economic devel- 
opment. Emphasis is placed on the role of emerg- 
ing institutions-political parties, bureaucracies, 
businesses, trade unions, armies, etc.-in meeting 
the challenges of dependency and modernization. 

PaulS. Gray 

SC 500 International Studies Seminar (S: 3) 

Prerequisite: Permission of the instructor 

This course is designed primarily for students 
majoring or minoring in International Studies 
who are working on independent projects in ar- 
eas of their own interest. Topics covered in the 
seminar will likely include the new world order, 
terrorism, and responses to it, reconstruction of 
Eastern Europe, revitalization of democracy in 
the third world, status of women and the 
globalization of the economy. Emphasis will be 
placed on social science approaches to the field ot 
International Studies but students from Humani- 
ties departments are also welcome. 

PaulS. Gray 

SC 509 Feminism and Methodology (S: 3) 

This course examines a range of feminist and sci- 
ence literature that is concerned with issues of 
methodology. We address the following: (1) 
What are the basic assumptions concerning the 
scientific method in the existing social science lit- 
erature? (2) Is there a feminist methodology? (3) 
To what degree is science a cultural institution 
influenced by economic, social and political val- 
ues? (4) To what extent is science affected by sexist 
attitudes and to what extent does it reinforce 
them? We will examine several research studies 
that employ a feminist methodology and those 
which do not. SharleneJ. Hesse- Biber 

SC 527 The Evolution of Culture (F: 3) 

This course is an anthropological examination of 
symbolic life in the emergence of culture. Special 
attention will be devoted to myth, folklore, strati- 
fication and political systems. The course will 
cover the origins of society in the life of the fam- 
ily and the tribe. Attention will be given to cross- 
cultural studies of sex behavior, the development 
of music, and the principles of evolution. 

Severyii T. Bruyn 

SC 532 Images and Power (S: 3) 

This course is a critical examination of contem- 
porary image making. An exploration of the so- 
cial production, meaning and uses of art in mod- 
ern and post-modern society. Particular attention 
is paid to the relationship between visual imag- 
ery and the politics of class, race and gender; art 
in the age of mechanical reproduction (i.e., pho- 
tography, film and video); sex and reproduction 
in the age of mechanical art; the avant-garde and 
anti-art, dada and the like. Stephen J. Pfohl 

SC 533 Sociology and Psychoanalysis (F: 3) 

This seminar is located at the crossroads of psy- 
choanalytic method and the sociological imagina- 
tion. A critical reading of social-psychoanalytic 
themes pertaining to the transferential character 
of social gift-exchange, the ritual construction of 
gendered subjectivity, and the role of unconscious 
symbolic drives in compulsively forming and rep- 
etitiously resisting the reproduction of economic, 
sexual and racial hierarchies. It is a consideration 
of Sigmund Freud's Interpretation of Dreams, 
Jacques Lacan's Four Fundamental Concepts of Psy- 



choanalysis, Luce Iragaray's Speculum of the Other 
Woman, and Helen Cixous and Catherine 
Clement's The Newly Bon? Woman. Also consid- 
ered are texts by Marcel Mauss, Claude Levi- 
Strauss, Franz Fanon, Julia Kristeva, Georges 
Bataille, Jane Gallop, Jacques Derrida, Juliet 
Mitchell and Louis Althusser. Particular attention 
is paid to the relations between psychoanalysis, 
feminism and Marxist criticism. 

Stephen J. Pfohl 

SC 544 International Organizations (F, S: 3) 

We will examine the role of world law, world 
government, a world court system, multinational 
corporations, and other types of international 
organizations that bear on the issues of war and 
peace. The focus of the course will be on the in- 
terrelationships, comparative structures, norma- 
tive life, and conjoining influences of world or- 
ganizations as they serve potentially to lay the 
foundation for conflict or for creating an inter- 
national community. Seveiyn T. Bruyn 

SC 546 The Social Structure of Occupational 
Health (F: 3) 

The Social Structure of Occupational Health will 
use an organized actor analysis to examine the role 
of labor, management, health professionals and 
the state in creating, recognizing and controlling 
occupational disease. The course is open to un- 
dergraduate and graduate students in Sociology, 
Management, Nursing and Law. Eve Spangler 

SC 550 Important Readings in Sociology (S: 3) 

This small working seminar involves intensive 
readings and classroom discussion of and about 
major sociological theorists and theories. Of par- 
ticular interest is the way in which classic socio- 
logical theory can help develop unique insights 
into such contemporary social problems as crime, 
war and violence, poverty, and sexism and dis- 
crimination. Ritchie P. Lowiy 

SC 555 Senior Honors Seminar (F: 3) 

Prerequisite: Permission of the Department 

This course is required of participants in the 
Sociology Department Honors Program. Stu- 
dents develop a research prospectus that is to be 
the basis of the Senior Thesis. This is an interac- 
tive seminar stressing hands-on experience. Skills 
in topic selection, research design, and theory 
construction are emphasized. Paul S. Gray 

SC 556 Senior Honors Thesis (S: 3) 

The Department 

SC 564 Seminar on Medical and Family 
Sociology (S: 3) 

Prerequisite: Permission of the instructor is re- 
quired 

This seminar will focus on student research 
projects in the area of medical and family sociol- 
ogy. Lynda Lytle Hohnstrom 

SC 578 Corporate Social Responsibility (F: 3) 

Contemporary capitalism is in a crisis because of 
the general lack of social responsiveness on the 
part of corporate executives, shareholders, inves- 
tors, and other economic stockholders. In re- 
sponse, movements have arisen in recent decades 
to respond to this crisis including socially respon- 
sive investing, shareholder and consumer action, 
and corporate training in ethics. This seminar, 
through shared readings and discussions, will 



consider the ways in which these movements are 
responding to the crisis in capitalism. We will 
consider alternative and more productive forms 
of economic and business conduct. 

Ritchie P. Lowry 



no • College of Arts & Sciences • Theajtke 



Theatre 



FACULTY 

Stuart J. Hecht, Associate Professor; B.A., Uni- 
versity of Michigan; M.A., Ph.D., Northwest- 
ern University 

J. Paul Alarcoux, Associate Professor; B.S., 
Fitchburg State College; M.Ed., Boston Uni- 
versity; Ph.D., Northwestern University 

Henry Shaffer, Visiting Assistant Professor; B.A.. 
Georgetown University; M.F.A. Carnegie 
Mellon University 



THEATRE 

The Theatre program is designed to introduce 
students in a systematic fashion to a wide range 
of knowledge associated with the various arts and 
crafts of theatre as well as the theory, history, and 
criticism of dramatic literature. The Theatre 
major provides a solid foundation in theatrical 
study by balancing course work with actual pro- 
duction work. Students are encouraged to explore, 
express, and test ideas and forms learned in the 
classroom through production on the University 
stage. 

Theatre Requirements for the Class of 1995 
Students must complete eleven (11) courses plus 
an additional two credits worth of Theatre Pro- 
duction Laboratory. Four (4) of the courses are 
required. These courses are the following: (1) CT 
140, Elements of Theatre Production (which 
must be taken along with CT 145, Theatre Pro- 
duction Laboratory I); (2) CT 153, Elements of 
Design for the Stage (which must be taken along 
with CT 245, Theatre Production Laboratory II); 

(3) CT 275, History of Theatre I; (4) CT 276, 
History of Theatre II. The remaining seven (7) 
courses may then be selected from the following 
four areas in the curriculum: (1) Performance and 
Directing, (2) Theatre Production, (3) Theatre 
History, Criticism and Literature, and (4) Ad- 
vanced Theatre courses. At least two courses must 
be chosen from the Performance area, and a stu- 
dent must have junior status before enrolling in 
the Advanced Theatre courses. It is strongly urged 
that majors meet with a faculty advisor in theatre 
as early as possible. Such meetings are designed 
to discuss curriculum options, production re- 
quirements, and career opportunities. 
Theatre Requirements for the Classes of 
1996, 1997 and 1998 

Students must complete eleven (11) courses 
plus an additional eight credits worth of Theatre 
Production Laboratory. Five (5) of the courses are 
required. These courses are the following: (1) CT 
060, Introduction to Theatre; (2) CT 140, Ele- 
ments of Theatre Production (which must be 
taken along with CT 145, Theatre Production 
Laboratory I); (3) CT 275, I Iistory of Theatre I; 

(4) CT 276, History of Theatre II; (5) CT 101, 
Acting I. These five basic classes form the foun- 
dation for advanced course work. Those classes 
requiring permission of instructor may give pref- 



erence to those who have completed the five 
courses. Therefore, students are urged to com- 
plete all by the end of their sophomore year. 

Of the six full-credit courses left to complete 
the major: (1) Students must pick two (2) upper- 
level departmental theatre courses in theatre 
history, criticism and/or dramatic literature. 
Courses which meet this requirement are num- 
bered from CT 360 to CT 379, and CT 460 to 
CT 479. (2) Students must also pick two (2) up- 
per-level departmental courses in performance 
and/or production. Courses which meet this re- 
quirement are numbered from CT 301 to CT 
3 59, and CT 401 to CT 459. The remaining two 
(2) are electives, and students may select these 
courses based upon their interests and needs. 

As mentioned above, students are required to 
complete eight credits worth of Theatre Produc- 
tion Laboratory beyond their course require- 
ments in order to graduate with a major in The- 
atre. Credits are only awarded for working on 
Boston College Department of Theatre produc- 
tions. Two of the eight may be earned through 
substantial performance work (arranged in ad- 
vance with the Department); otherwise, all eight 
can only be in the technical area. Most Theatre 
Production Laboratory courses are worth one (1) 
credit; only CT 445 is worth two (2) credits. 
Therefore, students should be prepared to take 
between six and eight Theatre Production Labo- 
ratory courses during their four years at Boston 
College. See the course descriptions for further 
information. 

Incoming freshmen are strongly encouraged 
to take both the Introduction to Theatre class, and 
the Elements of Theatre Production class (with 
its accompanying lab course) in their first semes- 
ter. Furthermore, it is strongly urged that majors 
meet with a faculty advisor in theatre as early as 
possible. Such meetings are designed to discuss 
curriculum options, production requirements, 
and career opportunities. 

COURSE OFFERINGS 

CT 060 Introduction to Theatre (F, S: 3) 

A survey course for both majors and non-majors; 
its major aim is to impart an appreciation of the 
theatre as an artistic and humanizing experience. 
There will be discussion of the various elements 
that contribute to the development of theatre as 
a specialized art form: historical and cultural in- 
fluences, staging styles and techniques and the 
multiple genres of dramatic writing. Several plays 
illustrating the above will be read and attendance 
at selected performances is required. This is a 
Core course. This course was previously listed as CT 
010. Lorien Corbelletti 

J. Paul Marcoux 

Christopher Jones 

The Department 

CT 065 Performance Studies I (F: 3) 

An introductory course dealing with the prin- 
ciples and techniques of the oral performance of 
literature. Emphasis will be on methods of liter- 



ary analysis, logical and emotional content of lit- 
erature and performance techniques. Various 
types of literature will be examined from the 
standpoint of aesthetics as well as communication. 
This is a Core course. J. Paul Marcoux 

CT 101 Acting I: Introduction (F, S: 3) 

Students are responsible for learning the actor's 
basic rehearsal disciplines, such as line memory, 
improvisation and acting choices. They explore 
and apply these disciplines during the class-time 
rehearsal of four or five short scenes. Students are 
also responsible for learning and executing cer- 
tain basic voice and movement techniques during 
the rehearsal. This course, once titled Principles 
of Acting, was previously listed as CT 302. 

Paul McCarren S. J. 

CT 140 Elements of Theater Production (F: 3) 

Elements introduces the history, theory and prac- 
tice of technical theater production through lec- 
tures, discussion, observation and hands-on expe- 
rience. Completion of the course will equip stu- 
dents with the basic knowledge and minimum 
skills necessary for the preparation and execution 
of scenery, costumes and lighting for the stage. 
This course, required for all theatre majors, will 
also be particularly useful to those non-majors 
who wish to work on productions at the Robsham 
Center. No experience is necessary. 

Hemy Shaffer 

CT 145 Theater Production Laboratory I (F: 3) 

To be taken in conjunction with CT 140 (Ele- 
ments of Theater Production). 

This course familiarizes the student with spe- 
cific equipment and skills needed for the prepa- 
ration of scenery, costumes, lighting, and sound 
for theater production. It is a scheduled labora- 
tory that meets once a week for three hours. 

Henry Shaffer 

CT 147 Theatre Production Laboratory I (For 
non-majors) (F, S: 1 ) 

This section of Theatre Production Laboratory 
is a self-scheduled laboratory for non-majors only 
Students will either choose one area of produc- 
tion (scenery, lighting, costume, or sound) and 
schedule themselves to work three hours per week 
for the duration of the semester, or they may elect 
to serve on a running crew for a mainstage pro- 
duction. Orientation classes for the various areas 
of production will be held during the first two 
weeks of the semester and are to be attended by 
everyone working in that production area. May 
be repeated for up to four credits. 
Note: This course will not fulfill the Theatre 
Production Laboratory requirement for majors. 

Henry Shaffer 

CT 1 53 Introduction to Stage Design (S: 3) 

Prerequisite: CT 140 or permission of instructor 
is required 

This is a studio course which provides an un- 
derstanding of how elements of design (line, 
shape, color, texture, value, space and movement) 
may relate to the physical creation of character 
and environment for the stage. Because the physi- 
cal theatrical images originate in the creative de- 



College of Arts & Sciences • Ti it vi re • 1 1 1 



sign process, coursework involves experimenta- 
tion with various design media and techniques as 
avenues for the conceptualization and communi- 
cation of the design idea. Equal emphasis is given 
to the development of traditional communication 
skills for set and costume design, such as drafting, 
perspective drawing, and rendering. This course 
was previously listed as CT 1 44. Henry Shaffer 

CT 181 (BK 241) Black Performance Modes 

(S:3) 

This course introduces performance techniques 
and production methods commonly used in Black 
theater; study and practice in story telling, oral 
interpretation and improvisation; and perfor- 
mance modes, such as church, cabaret and street 
corner theater, as an element of culture. It exam- 
ines cultural rituals as theater — beauty parlors and 
barber shops, kitchen tables and front stoops — 
and includes choral readings and speaking and 
readings in Black cultural studies and Black dra- 
matic literature. Fahamisha Brown 

CT 201 Acting II: Characterization (S: 3) 

This course pre-supposes some exposure to the 
actor's basic rehearsal disciplines. It is built upon 
the foundation of skills and knowledge established 
in CT 101 (Acting I). Students are responsible for 
applying and developing those disciplines through 
the rehearsal and performance of three or four 
scenes of their own choosing. Although not re- 
stricted to majors, this course is not recommended 
for students unwilling to devote considerable ef- 
fort to the exploration and development of the 
discipline of acting. Permission of Instructor is 
required. This class was previously listed as CT 303. 

Paul McCarren, S.J. 

CT 202 Acting Techniques (S: 3) 

This class offers hands-on experience in the ba- 
sic craft of acting. It will be useful to those inter- 
ested in considering the profession and to those 
wishing to sharpen their communication and ver- 
bal skills. Through voice and movement work, 
improvisation and group performance exercises 
designed to free emotional spontaneity and to 
encourage creativity, students will have the op- 
portunity to explore text and develop confidence 
in their performance skills. The Department 

CT 220 Stage Movement (F: 3) 
Through warm-up exercises, discussion of design, 
time, and motivation, and individual problem 
solving, students will be introduced to the body 
as an instrument of the actor. The course will 
include practical experience in movement, experi- 
mentation, preparation of lines, and reading as- 
signments. Students will explore the difference 
between the actor's emotions and the viewers' 
response and try to understand how the body can 
be used to heighten communication. Working 
from a realized center, students try to experience 
greater freedom of the voice and interpretive ex- 
pression. The course does not require previous 
experience. Pamela Newton 

CT 236 Stage Management (F:3) 

This course is a lecture/laboratory course with the 
major emphasis on the practical application of the 
art and science of stage management. Stage Man- 
agement is the function of the individual that 
oversees the organization and function of the 
back-stage operations during rehearsals and per- 



formance of a theatrical production. Course work 
will include a thorough investigation of the theory 
and principles of human resources management 
as well as technical production. Special emphasis 
will be placed on the application of theory to ac- 
tual stage management situations. 

Howard Enoch 

CT 237 Production Management (S: 3) 

This course is a lecture/laboratory course with the 
major emphasis on the practical application of the 
art and science of production management. Pro- 
duction management is the function of the team 
that oversees the organization and budgeting of 
theatrical productions. Course work will include 
a thorough investigation of the theory and prin- 
ciples of human resources management, budget 
planning and implementation, the basics of graph- 
ics design, page layout, and technical production. 
Special emphasis will be placed on the application 
of theory to actual production management situ- 
ations. Howard Enoch 

CT 245 Theatre Production Laboratory II 

(F,S:1) 

Prerequisites: CT 140 and CT 145 or permission 
of instructor required 

This course is a self-scheduled laboratory. 
Students will either choose one area of produc- 
tion (scenery, lighting, costume, or sound) and 
schedule themselves to work three hours per week 
for the duration of the semester, or they may elect 
to serve on a running crew for a mainstage show. 
May be repeated for a second credit in a different 
production area. This course was previously listed as 
CT 146. Henry Shaffer 

CT 253 Stage Design I (F: 3) 

Utilizing a chronological approach following the 
evolution of theatre architecture and the devel- 
opment of dramatic forms, various design prob- 
lems, research possibilities using scripts from dif- 
ferent historical periods. Current design methods 
and presentation skills for film and television de- 
sign are also explored. The technical and artistic 
skills of the designer in drafting, rendering and 
model-making are applied to both theatrical pro- 
ductions and film and television projects. 

Hemy Shaffer 

CT 260 The Critical Eye: Theater in Boston (S: 3) 

While it is understood that the art of the theatre 
is only realized in performance, we all too often 
rely on the script alone when we study the the- 
atre. This course examines the script in perfor- 
mance, to help the student develop an informed 
critical eye. We will travel throughout Boston to 
see eight to ten plays in area theatres. The pri- 
mary goal of this course is to develop the means 
to critically evaluate performance and to investi- 
gate the process and value of the artist's interpre- 
tation of a text. Christopher Jones 

CT 275 History of Theater I (F: 3) 

This course follows the simultaneous develop- 
ment of the actor, playwright, architect and di- 
rector from the Egyptian theater through to the 
Elizabethan andjacobean theater. The course will 
also study the development of dramatic structure 
and form over time. In a larger sense, it will ex- 
amine the role and function of theater in each 
successive society, determining how the stage re- 
flects the social, political and cultural concerns of 
each age. This course was previously listed as CT015. 

The Department 



CT 276 History of Theatre II (S: 3) 

This course is a continuation of History of The- 
atre I. It too follows the simultaneous develop- 
ment of the actor, playwright, architect, and di- 
rector, but takes the story from the year 1642 to 
the present. The course will also study the devel- 
opment of dramatic structure and form over time. 
As in the first half of the course, this class will 
examine the role and function of theatre in each 
successive society, determining how the stage re- 
flects the social, political, and cultural concerns 
of each age. This course was previously listed as CT 
076. The Department 

CT 285 Playwriting (S: 3) 

This is a laboratory course dealing with the basic- 
elements of the playwright's art. Students will 
learn how to write for the stage, as opposed to the 
page. They also will study the range and function 
of a variety of dramatic forms. A fully developed 
short play will be required. The Department 

CT 301 Acting III (F: 3) 

Prerequisite: Permission of the instructor required 
This course continues the work of Acting II, 
(rehearsing a role), and also teaches techniques for 
preparing an audition. Like other acting courses, 
it is not restricted to majors. However, the course 
work presumes that students will be familiar with 
basic rehearsal disciplines as well as the process 
of making acting choices. Paul McCarren, S.J. 

CT 304 Script Analysis For Actors and Directors 

(F:3) 

Prerequisite: CT 101 and CT 201, as well as some 
stage experience; permission of the instructor 
required 

This course takes the basic acting skills for 
granted and proceeds to examine specific prob- 
lems in scene study and script analysis. Under- 
standing the text and translating that understand- 
ing through performance is the basis of the sev- 
eral scenes which are performed as works in 
progress. J. Paul Marcoux 

CT 345 Theatre Production Laboratory Ilia 

(F,S:1) 

Prerequisite: CT 245 or permission of instructor 
required 

This course is a self-scheduled laboratory. 
Students will choose one area of production (scen- 
ery, lighting, costume, or sound) and schedule 
themselves to work four hours per week for the 
duration of the semester, or they may elect to 
serve as a crew chief for a mainstage show. 

Hemy Shaffer 

CT 348 Theatre Production Laboratory lllb 
(F,S:1) 

Prerequisite: Permission of instructor required 

Students enrolled in this course will serve as 
a design assistant to a faculty designer on a 
mainstage production. May be repeated for a sec- 
ond credit in a different production area. 

Hemy Shaffer 

CT 358 Costume History and Design (S: 3) 

Prerequisite: CT 140 or CT 153 or permission of 
instructor required 

Following the evolution of clothing and cos- 
tumes of major historical periods, emphasis will 
be place on the impact of style on social and class 
distinctions, the psychology of dress and the cul- 
tural differences of clothing. Using scripts from 



112 • College of Arts & Sciences • Theatre 



major historical periods, the design process will 
focus on theory, conceptualization and design 
principles to capture character, personality and 
visual impact. Various ttyjes of design for differ- 
ent performance disciplines are investigated. 

Henry Shaffer 

CT 363 Experimental Theatre (S: 3) 

An intensive study of several European play- 
wrights and movements which have helped to 
establish trends in the contemporary theater. 
Major emphasis will be on the work of Brecht, 
Beckett, Ionesco, and Pinter. Some attention will 
also be given to the experimental work of Artaud, 
Grotowski, Brook, Chaikin, Beck, and others. 
The course will critically examine movements 
such as theatre of the absurd, theatre of the gro- 
tesque, theater of cruelty, theater of ritual, and 
others. J. Paul Marcoux 

CT 365 Modern Theater & Drama (F: 3) 

In one sense, the purpose of this class is to review 
the development of modern drama, from its roots 
in Ibsen through to the present. In order to do this 
we will read some ten to twelve plays, including 
works by such playwrights as Ibsen, Chekhov, 
Shaw, Pirandello, Brecht, Pinter, Beckett, 
O'Neill, Shaffer, Shepard, August Wilson and 
Craig Lucas. 

In another sense, this is a class in learning how 
plays work. We will examine each play's dramatic 
structure and consider how exactly form (style) 
reflects content. In all cases, we will consider each 
work's thematic content and the implications of 
performance elements. The Department 

CT 430 Directing I (F: 3) 

A course in the fundamentals of script analysis, 
staging and interpretation. Students learn 
through both lecture and practical application the 
basic skills constitute the stage director's craft. 
Previous acting or other stage experience, along 
with background in dramatic literature, is strongly 
recommended. Pennission of instructor is required. 
This course was previously listed as CT 306. 

Stuart J. Hecht 

CT431 Directing II (S: 3) 

Prerequisite: Permission of the instructor required 
This course is built upon the foundations of 
skills and knowledge developed in Directing I. 
The students will further refine skills acquired in 
the first course, and will also gain an understand- 
ing of the theoretical aspects of the director's 
craft. This course was previously listed as CT 301. 

Stuart J. Hecht 

CT 445 Theatre Production Laboratory IV 
(F, S: 2) 

Prerequisite: Permission of the instructor required 
This course offers two credits for extensive 
production or performance work (e.g. design of 
a workshop, assistant directing for mainstage, 
stage management, substantial performance 
work). Thorough coursework in the given area is 
required. May be repeated for a second credit in 
a different production area. The Department 

CT 461 Farce and Melodrama (S: 3) 

The two most enduring theatrical forms are farce 
and melodrama. This course explores the history 
and philosophy of both. Starting with early Greek 
comedy, the idea of farce as a separate dramatic 
genre is explored with an emphasis on the work 



of Georges Feydeau. In addition, the class will 
examine the aesthetics of the melodramatic vision 
especially as it was perceived by Guilbert de 
Pixerecourt in France and developed by the popu- 
lar melodramatists of the nineteenth century in 
England and America. Consideration will be 
given to contemporary farce and melodrama as 
essential forms of popular theatre. Scenes from 
representative farces and melodramas will be per- 
formed in class to illustrate the continuing viabil- 
ity of popular theatre. J. Paul Marcoux 

CT 501 Theatre Practicum in Performance 
(F, S: 3) 

Prerequisite: Permission of the instructor is re- 
quired 

An advanced independent study for those stu- 
dents interested in developing a significant per- 
formance work under faculty supervision. This 
involves both research and performance. Only 
those students who have completed CT 101, CT 
201, CT 301 and who have had considerable per- 
formance experience are considered. Only open 
to seniors. The Department 

CT 530 Theatre Practicum in Directing (F, S: 3) 

Prerequisite: Permission of a sponsoring instruc- 
tor required 

This is a Senior project in which a limited 
number of students direct a Departmental Work- 
shop production, contingent upon the acceptance 
of a written proposal submitted to the faculty. An 
independent study for those students interested 
in advanced study in directing, done under close 
faculty supervision. Only those students who have 
successfully completed both directing classes may 
be considered to direct a Workshop production. 

The Department 

CT 540 Theatre Practicum in Design (F, S: 3) 

Prerequisite: Permission of a sponsoring instruc- 
tor required 

This is a Senior Project involving the design 
of sets, lights, and/or costumes for a departmen- 
tal mainstage production. Candidates are selected 
in the second semester of their junior year and will 
at that time, discuss the scope of the project with 
the faculty. Consultation with the faculty will 
determine whether the students enroll for Prac- 
ticum in the fall or the spring semester of their 
senior year. Consideration for enrollment will be 
given to those students who have successfully 
completed the design sequence, including six of 
the eight required Theatre Production Labora- 
tories. The student will initially submit a written 
proposal outlining the intent of the practicum 
project and will document the design work 
throughout the process. Evaluation will be made 
in the form of a faculty discussion and critique of 
both process and product. The Department 

CT 550 Honors Project in Theatre (F, S: 3) 

Prerequisite: Permission of a sponsoring instruc- 
tor required 

A year-long project open only to senior the- 
atre majors. An advanced independent study in 
the area of readings and research, though it may 
include a performance or production aspect. This 
will result in a written thesis at year's end. 

The Department 



CT 590 Teaching Assistantships (F, S: 3) 

Prerequisite: Permission of the instructor required 
This course is intended to provide under- 
graduate theatre majors with teaching experience. 
Students assist a professor in planning and imple- 
menting various aspects of a course. Preference 
is given to seniors, though juniors may be con- 
sidered, as well as those who have successfully 
completed the class previously. 
CT 590-01 J. Paul Marcoux 
CT 590-02 Stuart J. Hecht 
CT 590-03 Henry Shaffer 
CT 590-04 The Department 

CT 598 Readings and Research in Theatre 

(F, S: 3) 

Prerequisite: Senior standing and 12 credit hours 
in theatre; permission of instructor required 

Students are not encouraged to employ this 
course for anything but a very specific research 
program, which must be approved in advance by 
a theatre faculty member. 
CT 598-01/ Paul Marcoux 
CT 598-02 Stuart J. Hecht 
CT 598-03 Hemy Shaffer 
CT 598-04 The Department 



College of Arts & Sciences • Theology • 1 1 3 



T 



H 



O 



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O 



Y 



FACULTY 

Stephen F. Brown, Professor; A.B., St. 
Bonaventure University; A.M., Franciscan In- 
stitute; Ph.L., Ph.D., Universit de Louvain 

Michael Buckley, S.J., Professor; B.A., M.A, 
Gonzaga University; Ph.L., S.T.L., Pontifical 
University of Alma; S.T.M., University of 
Santa Clara; Ph.D., Universtiy of Chicago 

Lisa Sowle Cahill, Professor; A.B., University 
of Santa Clara; A.M., Ph.D., University of Chi- 
cago 

Robert Daly, S.J., Professor; A.B., A.M., Boston 
College; A.M., Catholic University; Dr. Theol., 
University of Wurzburg 

Donald J. Dietrich, Professor; Chairperson of 
the Department; B.S., Canisius College; M.A., 
Ph.D., University of Minnesota 

Harvey Egan, S.J., Professor; B.S., Worcester 
Polytechnic Institute; A.M., Boston College; 
Th.M., Woodstock College; Dr. Theol., Uni- 
versity of Munster (Germany) 

J. Cheryl Exum, Professor; A.B., Wake Forest 
University; A.M., M.Phil., Ph.D., Columbia 
University 

Ernest L. Fortin, A.A., Professor; A.B., As- 
sumption College; S.T.L., University of St. 
Thomas, Rome; Licentiate, University of Paris; 
Doctorate, University of Paris 

Margaret Gorman, R.S.C.J., Adjunct Professor; 
B.A., Trinity College; M.A., Fordham Univer- 
sity; Ph.D., Catholic University 

Thomas H. Groome, Professoi" A.B., St. 
Patrick's College, Ireland; A.M., Fordham Uni- 
versity; Ed.D., Columbia Teachers College 

David Hollenbach, S.J., Flatley Professor; B.S., 
St. Joseph's University; M.A., Ph.L., St. Louis 
University; M.Div., Woodstock College; 
Ph.D., Yale University 

Philip J. King, Professor; A.B., St. John Semi- 
nary College; S.T.B., St. John Seminary School 
of Theology; S.T.L., Catholic University of 
America; S.S.L., Pontifical Biblical Institute; 
S.T.D., Pontifical Lateran University 

Matthew L. Lamb, Professor; B.A., 
Scholasticate of Holy Spirit Monastery; S.T.L., 
Pontifical Gregorian University; Dr.Theo., 
State University of Munster 

William W. Meissner, S.J., Professor; Univer- 
sity Professor of Psychoanalysis; B.A. (m.c.l.), 
M.A., St. Louis University; S.T.L., Woodstock 
College; M.D. (c.l.), Harvard University 

John Paris, S.J., Walsh Professor; B.S., M.A., 
Boston College; A.M., Harvard University; 
Ph.L., Weston College; M.A., Ph.D., Univer- 
sity of Southern California 

Pheme Perkins, Professor; A.B., St. John's Col- 
lege; A.M., Ph.D., Harvard University 



Anthony Saldarini, Professor; A.B., A.M., Bos- 
ton College; Ph.L., Weston College; A.M., 
Ph.D., Yale University 

Francis A. Sullivan, S.J., Adjunct Professor; 
B.A., M.A., Boston College (Weston College); 
M.A., Fordham University; STL, Weston Col- 
lege; STD, Pontifical Gregorian University 

Francis X. Clooney, S.J., Associate Professor; 
A.B., Fordham University; M.Div., Weston 
School of Theology; Ph.D., University of Chi- 
cago 

Mary F. Daly, Associate Professor; A.B., College 
of St. Rose in Albany; A.M., Catholic Univer- 
sity; Ph.D., St. Mary's College; S.T.L., S.T.D., 
Ph.D., University of Fribourg 

John A. Darr, Associate Professor; A.B., A.M., 
Wheaton College (Illinois); A.M., Ph.D., 
Vanderbilt University 

Charles C. Hefling, Associate Professor; A.B., 
Harvard College, B.D., Th.D., The Divinity 
School Harvard University; Ph.D., Boston Col- 
lege 

E. Michael Himes, Associate Professor; B.A., 
Cathedral College; M.Div., The Seminary of 
the Immaculate Conception; Ph.D., University 
of Chicago 

Robert P. Imbelli, Associate Professor; B.A., 
Fordham University; S.T.L., Gregorian Uni- 
versity, Rome; M. Phil., Ph.D., Yale University 

Frederick Lawrence, Associate Professor; A.B., 
St. John's College; D.Th., University of Basel 

Claire Lowery, Adjunct Associate Professor; A.B., 
University of San Diego; M.Div., D.Min., 
Andover Newton Theological School 

H. John McDargh, Associate Professor; A.B., 
Emory University; Ph.D. Harvard University 

Willemien Otten, Assistant Professor; B.A., 
M. A., Ph.D., University of Amsterdam 

Stephen J. Pope, Associate Professor; A.B., 
Gonzaga University; M.A., Ph.D., University 
of Chicago 

Louis P. Roy, O.P., Associate Professor; B.Ph., 
M.APh., M.A.Th., Dominican College, Ot- 
tawa; Ph.D., University of Cambridge 

Margaret Amy Schatkin, Associate Professor; 
A.B., Queens College; A.M., Ph.D., Fordham 
University; Th.D., Princeton Theological 
Seminary 

Francis P. Sullivan, S.J., Adjunct Associate Pro- 
fessor; A.B., A.M., S.T.L., Boston College; 
S.T.D., Institut Catholique de Paris 

Thomas E. Wangler, Associate Professor; B.S., 
LeMoyne College; M.A., Ph.D., Marquette 
University 

James M. Weiss, Associate Professor; A.B., 
Loyola University of Chicago; A.M., Ph.D., 
University of Chicago 



John Makransky, Assistant Professor; B.A., Yale 
University; Ph.D., University of Wisconsin 

Patrick J. Ryan, S.J., Assistant Professor; A.B., 
A.M., Boston College; A.M., Assumption Col- 
lege; S.T.L., Weston College; S.T.D., 
Gregorian University 



PROGRAM DESCRIPTION 

The Undergraduate Program in Theology is de- 
signed to provide students with the knowledge 
and skills necessary for a reasoned reflection on 
their own values, faith and tradition as well as on 
the religious forces that shape our society and 
world. A broad liberal arts discipline, Theology 
encourages and guides inquiries into life's most 
meaningful issues from such diverse perspectives 
as ethics, biblical studies, history, psychology, 
social studies, philosophy, and comparative reli- 
gion. There is a strong, although not exclusive, 
emphasis on Christianity, especially as manifested 
in the Roman Catholic tradition. 

The major in Theology has proven to be ex- 
cellent preparation for vocations requiring care- 
ful reasoning, close reading, clarity in written 
expression, the ability to make ethical decisions, 
and a broad understanding of cultures. It provides 
a solid background for graduate study in the hu- 
manities and for such professional schools as 
medicine, business and law. For those wishing to 
pursue a career in ministry or religious education, 
of course, Theology is still a prerequisite. Long 
gone, however, is the time when Theology was 
considered the exclusive domain of seminarians 
and religious. Many students now elect Theology 
as a second major to balance and to broaden their 
education and to provide perspective on such first 
majors as biology, political science, or English 
literature. 

The Theology Department boasts a large, 
internationally known faculty with expertise in 
areas as diverse as systematic theology, ethics, 
biblical studies, church history, liturgy, psychol- 
ogy of religion. A prestigious graduate program 
leads to the M.A. and Ph.D. degrees in several 
specialties. Nevertheless, the Department as a 
whole remains fully committed to the teaching of 
undergraduates and to the education of theology 
majors. 

The Course Offerings 

The Department distinguishes five levels of 
course offerings: (1) Core — introductory, designed 
for the fulfillment of the University's basic The- 
ology requirement; (2) Level One — introductory, 
but not fulfilling the Core requirement; (3) Level 
Two — advanced undergraduate, more specifically 
aimed at minors and majors; (4) Level Three — 
addressed to advanced undergraduates (usually 
majors) and graduate students who are more theo- 
logically professional; (5) Graduate- — offered ex- 
clusively for professionally academic theological 
formation. 



114 • College of Arts & Sciences • Theology 



CORE OPTIONS 

Two three-credit courses. Students who have en- 
rolled at BC and w ill graduate prior to June 1997 
may select this option and may choose two three- 
credit courses from the Biblical, Historical, Ethi- 
cal and Social Scientific, or Comparative/System- 
atic/Doctrinal Core sections. 

Two-semester sequence. Students who have en- 
tered Boston College prior to September 1993 
may take one or these two semester sequences to 
fulfill the Theology Core requirement. For the 
Class of 1997 and thereafter the Theology Core 
requirement is a two-semester sequence. Students 
MUST take both semesters of the same Core 
course to fulfill the requirement and receive Core 
credit. Students shall select one two-course se- 
quence from the following: 

• TH 001-002 Biblical Heritage I and II 

• TH 1 6-0 1 7 Introduction to Christian Theol- 
ogy I and II 

• TH 02 3-024 Introduction to Catholicism I and 
II 

• TH 161-162 The Religious Quest I and II 

Twelve-credit courses. Any student may take 
these courses to fulfill the theology requirement. 
There are two of these Philosophy/Theology 
courses: PL/TH 090-091, Perspectives on West- 
ern Culture; and PL/TH 088-089 Person and 
Social Responsibility (for PULSE Program stu- 
dents only). 

MAJOR IN THEOLOGY 

The major curriculum in Theology incorporates 
both structure and flexibility. Majors take a com- 
bination of essential, required courses and elec- 
tives from within and outside the Department of 
Theology. Programs are designed in consultation 
\\ ith the Director of Undergraduate Studies. The 
ordinary requirements are ten courses, distributed 
as follows: 

• Either The Biblical Heritage or The Religious 
Quest. These year-long Core sequences count as 
two courses each. 

• Either Introduction to Christian Theology or In- 
troduction to Catholicism, Perspectives, Pulse, or Hon- 
ors Program. These year-long Core sequences 
count as two courses each. 

• Five electives chosen in consultation with the 
departmental Director of Undergraduate Studies. 
At least three of these are to be from above the 
Core level. In some cases, the Director may also 
approve one or two electives from outside the 

Theology Department. A unifying factor such as 
an overarching theme, doctrine, or cross disciplin- 
ary interest will guide the choice of electives. 

• The Majors' Seminar, ordinarily taken in the 
Junior year, is designed to help majors synthesize 
course work by focusing on key themes, questions 
and areas for further theological inquiry. This 
course is offered each fall. 

Majors are encouraged to work with other 

departments in cross-disciplinary study. Students 

in the School of Education can also major in 

I heology. Theology majors can concentrate in 

education in the School of Education. 

The Department's membership in the Boston 
Theological Institute allows advanced Theology 
majors to cross-register into some 700 courses 
taught by I SO faculty members at eight other BTI 
schools. Students thus have access to the resources 
of one o( the world's great centers of theological 
study. 



MINORS IN THEOLOGY 

Minor in Biblical Studies 

This minor provides a special concentration in the 
Bible for students who wish to gain knowledge of 
the biblical texts, of the world out of which the 
Bible came, and of the methods used in the mod- 
ern study of the Bible. 

For more information contact Prof. Anthony 
Saldarini, Theology Department, Carney 417. 

Minor in Church History 

This is designed to give students an overview of 
the history of the Christian community', its life, 
thought, structure, and worship from its begin- 
nings to the present day in introductory-level 
courses. In upper level courses, the student can 
focus study on the development of the Church 
within a particular era or geographical setting. 
The minor is open to all students, but may be of 
special interest to those interested in history, lit- 
erature, theology, or philosophy. Professors for 
the minor are drawn from both the Theology and 
the History departments. 

For details of the requirements for the Church 
History minor, refer to Minors section under the 
College of Arts and Sciences section of this Cata- 
log. 

Minor in Faith, Peace and Justice Studies 

Faith, Peace and Justice studies are part of the 
mission of a Jesuit university "to help to prepare 
young people and adults to live and labor for oth- 
ers and with others to build a more just world." 
This concern for a peaceful world based on jus- 
tice reflects the wider Christian and Catholic- 
stance on the crucial issues of peace and justice. 

This interdisciplinary minor allows under- 
graduates to explore the pursuit of peaceful solu- 
tions to domestic, national and international con- 
flict. 

For details of the minor in Faith, Peace and 
Justice minor, refer to the Minors section under 
the College of Arts and Sciences section of this 
Catalog. 

The Lonergan Center 

Studies related to the work of the Jesuit theolo- 
gian and philosopher Bernard Lonergan (1904- 
1984) have a focus in the Lonergan Center at 
Boston College. Inaugurated in 1986, the Cen- 
ter houses a growing collection of Lonergan's 
published and unpublished writings as well as sec- 
ondary materials and reference works, and it also 
serves as a seminar and meeting room. The Cen- 
ter is on the fourth level of Bapst Library and is 
open during regular hours as posted. The direc- 
tor is Professor Charles Hefling. 

The Joseph Gregory McCarthy Lecture 
Series 

The Joseph Gregory McCarthy Lecture Series, 
established by Dr. Eugene and Maureen 
McCarthy (and family) in the memory of their 
son, Joseph Gregory McCarthy, is held annually. 
The Joseph Gregory McCarthy Visiting Profes- 
sor offers a series of lectures and student and fac- 
ulty discussions about contemporary theological 
and religious issues during his or her visit to Bos- 
ton College. 

The 1994-95 Joseph Gregory McCarthy Vis- 
iting Professor isjohann Baptist Met/.. Additional 
details can be obtained from the Department of 
Theology. 



COURSE OFFERINGS 

TH 001-002 Biblical Heritage I & II (F, S: 3) 

The Bible has been an influential and often fun- 
damental source for many modern, Western 
views of God, nature, human beings, a just soci- 
ety and the origin and destiny of humanity and 
the world. An intelligent, serious reading of the 
Bible raises most of the perennial questions that 
have traditionally stood at the center of philo- 
sophical and theological debate. Thus a thorough 
analysis of Biblical texts in terms of the central 
concerns of the core curriculum will be the pri- 
mary goal of the Biblical Heritage. 

The first semester will cover books and tradi- 
tions found in the Hebrew Bible that originated 
through the exilic period (587-538 B.C.). The 
second semester will cover post-exilic books from 
the Hebrew Bible, the Deuterocanonical Books 
and the New Testament. Stress will be put on the 
historical development and inter-textual relation- 
ships of these books. James Ernest 

Paula Hiehert 

Philip J. King 

Martha Morrison 

Anthony Saldarini 

Note: If you have taken TH 02 1 -Introduction to 

the Old Testament, you may not take TH 001 . If 

you have taken TH 050-Introduction to the New 

Testament, then you may not take TH 002. 

TH 016-017 Introduction to Christian Theology 
I & II (F, S: 3) 

This sequence of courses considers significant 
questions in conversation with some of the most 
important writings in the tradition of Western 
Christian thought. Its purpose is to encourage 
students by drawing systematically on primary 
sources of historical significance to uncover the 
roots of the Christian faith and life and to delin- 
eate the values for which this tradition of faith 
stands. 

Students considering a minor course of stud- 
ies in the Faith, Peace, and Justice Program will 
find this course of special interest. Lisa Cahill 

Donald Dietrich 

Charles Hefling 

Michael Himes 

David Hollenhach, S.J. 

Fred Lawrence 

Willemien Often 

The Department 

TH 023-024 Introduction to Catholicism I & II 
(F, S: 3) 

This two-semester sequence is organized around 
six core theological themes: the person, God, and 
Jesus Christ (first semester); the church, worship 
and sacraments, and Christian Living, including 
ethics and spirituality (second semester ) The ap- 
proach is thoroughly Christian and ecumenical 
but attention is focused on a Catholic perspective. 

Flossie Bourg 

Karen Howard 

Robe it Brauureuther, S.J. 

Hait'ey Egan, S.J. 

Joseph Nolan 

Thomas Groome 

Patrick Ryan, S.J. 

Note: If you have taken TH 2 1 7 Catholicism I 

you may not take TH 023. If you have taken TH 

2 1 8 Catholicism II you may not take TH 024. 



College of Arts & Sciences • Theology • 115 



TH 161-162 The Religious Quest: Comparative 
Perspectives I & II (F, S: 3) 

This two-semester sequence is an inquiry into 
various dimensions of the religious quest-that in- 
dividual and communal seeking for ultimate 
meaning, values and transformation that has been 
organized according to the life-ways of the great 
religious traditions of the world. Each instructor 
of a Religious Quest section focuses upon at least 
two different living or historical religious tradi- 
tions to compare and to bring them into conver- 
sation with one another. Among the themes that 
may be taken up in the course of the year: the re- 
lationship of faith and belief; the roles of symbol, 
myth, ritual and doctrine in religious living; the 
significance of holy men and women in the vari- 
ous traditions; religious themes in biography, 
autobiography and literature; the challenges of 
inter-religious dialogue and pluralism. 

Francis X. Clooney, S.J. 

Francis P. Sullivan 

John Makransky 

Alan Ray 

Margaret Schatkin 

Core — Biblical 

TH 009 Fundamentals of Judaism (F: 3) 

An overview of Judaism that includes a discussion 
of the branches of contemporary Judaism, a re- 
view of the life cycle events, the Jewish calendar, 
various theological issues (i.e., the God idea, 
theodicy, immortality) and Hebrew Scripture. 

Samuel Cbiel 
Murray Rothniau 

Core — Comparative and Systematic or 
Doctrinal 

TH 090-091 (PL 090-091) Perspectives on 
Western Culture I, II (F: 6-S: 6) 

This is a two-semester, twelve-credit course that 
fulfills all the Core requirements in Philosophy 
and Theology. The course will introduce the stu- 
dents into their philosophical and religious heri- 
tage through a study of the major thinkers who 
have formed our cultural traditions. The purpose 
of the course is to encourage students to discover 
the sources of those values that have formed their 
lives as well as to develop a critical and creative 
perspective toward themselves and their future. 
This course is designed primarily for freshmen. 

Members of the Theology 
& Philosophy Departments 

TH 107 (BK 120) Religion in Africa (F: 3) 

The course is designed to introduce the varieties 
of African religious experience. The content and 
significance of African religion as an autochtho- 
nous religion will be outlined. Christianity and 
Islam as the extended religions to Africa will be 
discussed. While the emphasis will be placed on 
the impact religion has had on African commu- 
nities within the context of peace and justice in 
the world, the course will consider the role of 
religion in changing Africa. Aloysius Lugira 

TH 108 (BK 121) Christianity in Africa (S: 3) 

This course is intended to give a historical view 
of Christianity in Africa. Generally, while Chris- 
tianity will be touched on, the emphasis will be 
placed on the development and the extension of 
the Catholic tradition in Africa. The three stages 
within which Christianity has so far been estab- 



lished in Africa will be discussed. Finally, a theo- 
logical outline of the response Christianity has 
received in Africa will be considered for the pur- 
pose of visualizing the future role of Christianity 
in changing Africa. Aloysius Lugira 

Core-Ethical and Social Scientific 

TH 072 Sacraments and Ministry (S: 3) 

The course will cover three principal areas: ( 1 ) the 
variety of forms of church order found in New 
Testament and early Patristic writings; (2) the ne- 
cessity of preserving adherence to church order, 
particularly so that the Church can carry out its 
mission as historical community of faith; (3) cri- 
teria for discerning the reality of sacraments and 
ministry in those communities separated from the 
traditional sources of order in the Church. 

Raymond G. Helmick, S.J. 

TH 088 (PL 088) Person and Social 
Responsibility (F: 6-S: 6) 

This is a two-semester, twelve-credit course that 
fulfills all the Core requirements in Philosophy 
and Theology. The course requirements include 
an ongoing involvement in one of the field 
projects available through the PULSE Program, 
as well as participation in a correlated class. The 
course will focus on problems of social injustice, 
and the possibilities of surmounting those injus- 
tices. The field projects will put students directly 
in contact with people experiencing the conse- 
quences of social injustice. Drawing on the works, 
both contemporary and traditional, of philosophi- 
cal and religious figures, the classes will engage 
students in asking the basic moral questions: 
What is Justice? What is Happiness? What kind 
of society do we live in? PULSE ONLY. 

Members of Theology 
& Philosophy Departments 

TH 160 (UN 160) The Challenge of Justice 
(F, S: 3) 

This course fulfills the basic core requirement for 
students interested in the Faith, Peace and Jus- 
tice Program. Other students with a serious in- 
terest in thinking through the problems of build- 
ing a just society are welcome. The course fulfills 
the Core requirement for Theology or Philoso- 
phy. 

This course introduces the student to the 
principal understandings of justice that have de- 
veloped in the Western philosophical and theo- 
logical traditions. Care is taken to appreciate what 
is at stake when we choose one way of justice 
rather than another. The relationship of justice 
to the complementary notion of peace will also be 
examined. Special attention is paid to the contri- 
bution of Catholic theology in the contemporary 
conversation about justice and peace. Selected 
problems to be examined may include human 
rights, right to health care, hunger and poverty, 
and ecological justice. Matthew Mul/ane 

TH 280 Principles of Conflict Resolution (F: 3) 

The course will be based on a number of analyti- 
cal principles that the lecturer has developed 
through practical work in a variety of interna- 
tional and communal conflicts, particularly in 
Northern Ireland, in Lebanon and in the Arab- 
Israeli conflict. Negotiation techniques will be 
emphasized and practiced in simulation sessions. 
The greater emphasis will be given to the psycho- 



logical blockages, ambivalence, stereotyping and 
other factors that prevent people in conflict from 
negotiating their differences, and practical ways 
of breaking through these obstacles. The resolu- 
tion of conflict will be understood as the achiev- 
ing of the greatest possible measure of justice and 
dignity for all parties rather than simply the end- 
ing of the direct confrontation. 

Raymond G. Helmick, S.J. 

TH 295 Christian Ethics for Health Care 
Professionals (F, S: 3) 

This course serves as a Core requirement in the- 
ology for students interested in pursuing a career 
in health care. Priority is given to seniors in the 
School of Nursing and some places will be re- 
served for seniors in the pre-medical program. 
After a general introduction to theological eth- 
ics, the following subjects will be considered: in- 
formed consent, life-sustaining treatments, car- 
diopulmonary resuscitation, artificial nutrition 
and hydration, euthanasia and physician assisted 
suicide, organ transplantation, genetic interven- 
tions, etc. James A. O'Donohoe 

Raymond J. Devettere 

Core — H i stor ica I 

TH 164 Religion in America (S: 3) 

This course will begin with a definition of reli- 
gion as a form of human behavior and dien it will 
trace such behavior through the histories of the 
major American religious denominations. 

Thomas Wangler 

Level One — Comparative and 
Systematic or Doctrinal 

TH 1 85 Catholic Theology of Marriage (F, S: 3) 

This course culminates in a consideration of the 
nature of marriage in a Judeo-Christian and, more 
precisely, in a Catholic context. This treatment 
follows a consideration of Ethics and Moral The- 
ology in their broader span. Patrick Ryan, S.J. 

TH 290 The Problem of Belief in Modernity 

(S:3) 

This course examines how it is possible to be an 
intelligent and responsible person at the end of 
the twentieth-century and a Christian believer. It 
asks how the Christian faith can be expressed in 
light of the criticisms of religious belief by such 
critics as Hume, Feuerbach, Marx, Nietzsche and 
Freud. Michael Himes 

Level One — Ethical and Social Scientific 

TH 206 Relationships: A Way to Know God 

(S:3) 

The search for intimacy is a major developmen- 
tal task of young adulthood, indeed of all life. In- 
timacy is multi-faceted and includes not only 
sexual attraction and expression, but the whole 
range of interpersonal relationships that serve to 
fulfill this deep longing of the human spirit. Inti- 
macy with God is mediated through other people. 
How do we experience the unseen God but 
through those whom we see and know? 

A variety of relationships in life will be exam- 
ined in order to explore our own religious and 
psycho-sexual development. Of special concern 
will be seeing our search for intimacy as deeply 
connected to our seeking after God. Among the 
relationships to be explored will be friendship, 
lovers, marriage, parent and child, and commu- 



116 • College of Arts & Sciences • Theology 



nal settings of which we may be part. The course 
will attempt to address the communal nature of 
the Christian life and the incarnational character 
of religious belief and practice. 

Joseph Marchese 

TH 261 Spirituality and Sexuality (S: 3) 

Prerequisite: Completion of Theology Core 

All religious traditions have had to wrestle 
with the question of how our human embodiment 
as sexual and gendered persons is related to the 
processes of spiritual transformation that a given 
tradition aims to promote. Is our sexuality irrel- 
evant, an impediment, or a positive vehicle for 
how we come to know the divine? The course 
begins with an historical survey of attitudes to- 
wards the body and sexuality in eastern religions. 
The constructive second part of the course stud- 
ies a range of contemporary religious approaches 
to the integration of sexuality and spirituality. 

H. John McDargh 

TH 252 Identity and Commitment: A Theology 
for Shaping a Life (F: 3) 

This will be a theological attempt to grapple with 
issues of identity and commitment in response to 
the upwardly mobile track so many of our gradu- 
ates and students aspire to. The continuing for- 
mation of identity in early adulthood and the con- 
solidation of this awareness will be explored in 
deciding to whom and to what I will commit 
myself. Topics of power, service, sexuality, career, 
lifestyle, success, intimacy and death, etc., will be 
considered as fundamental to the field of human 
vocation. Joseph Marchese 

TH 323 The Northern Ireland Conflict (F: 3) 

The Northern Ireland conflict has been stagnat- 
ing for many years, and contrasts strongly with 
other, more volatile, conflicts in this respect. The 
course will examine this distinctive feature, 
brought about by extraordinary levels of denial by 
the participants, as well as the psychological dy- 
namic of the conflict, its economic, social and 
political bases in history and contemporary con- 
sciousness. Topics will include the security prob- 
lems, political options, legal system, prospects of 
economic recovery, communal perceptions within 
Northern Ireland, governmental and public per- 
ceptions in Britain and the Republic of Ireland, 
and the peculiar quiescence of U.S. policy and 
Irish-American opinion. Comparisons will be 
made with other conflicts of an analogous com- 
munal type, as in the Middle East and Cyprus, and 
such as have come to the fore in recent years in 
the former Yugoslavia and what was the Soviet 
Union. Raymond G. Helmick, S.J. 

TH 325 Lebanon: Focal Point of Conflict (S: 3) 

The course will examine the now all but sup- 
pressed conflict in Lebanon, rendered quiet these 
last few years more by the military control of 
neighboring Syria than by actual resolution of the 
conflict between the communities. We will look 
at the balance of confessional and social forces, the 
civil war breakdowns of 1958 and 1975-76, the 
continuing crisis through the Israeli invasions of 
1978 and 1982, the interlude of American inter- 
vention and the establishment of Syrian control, 
the bitter resistance under Ceneral Aoun, the Taif 
Accord and its aftermath to the present. 
Lebanon's conflict will be located within the 
broader crisis of the Middle East. The strengths 



and weaknesses of traditional Lebanese pluralism 
will be discussed, and elements sought which can 
produce healing in Lebanon and service to the 
region. Raymond G Hebnick, S.J. 

TH 327 (PL 259) (SC 250) Perspectives on War, 
Aggression and Conflict Resolution I (F: 3) 

This course is an interdisciplinary exploration of 
various alternatives to war, evaluated on the ba- 
sis of both practical and ethical criteria. Topics 
include the following: ethics of war and conflict, 
mutual deterrence, arms control and disarma- 
ment, economic conversion, world government, 
regionalism, and nonviolent resistance. 

Rein A. Uritavi 

TH 360 Living Truthfully: Way to Personal 
Peace and Social Change (S: 3) 

The primary purpose of this course is to examine 
the proposition that it is better to tell the truth 
than tell the lie. Too often, we are tempted to live 
out an illusion. The personal and social costs of 
keeping an illusion pumped are steep. Personal 
peace and courage are born when we settle in on 
the truth of our identity and dare to live it. In 
short, this course proposes that the larger life is 
possible when we come home to the smaller life 
that defines us as individual women and men. 

Rev. Anthony Penna 

TH 369 The Spiritual Journey (F: 3) 

The course will explore various approaches to the 
spiritual journey through readings and discussion 
including fiction, non-fiction, biography, and 
spirituality. A diverse and multicultural approach 
will be taken ranging from writings by and about 
the lives of Christian saints, contemporary spiri- 
tual writers and through fiction by a Native 
American, a Salvadoran, and an Asian American. 
Such readings will serve as the springboard for 
discussion and inquiry on the spiritual life. 

Paula Norbert 

TH 406 Theology of Peace (S: 3) 

Is it possible to believe in the loving presence of 
God in the face of the deep pathology of the arms 
race and the proliferation of atomic, biological 
and chemical weapons? In our age of modern 
warfare, can we talk about a compassionate God 
in the midst of so much carnage and suffering and 
within earshot of the victims themselves? The 
purpose of this course is to focus on such ques- 
tions as we examine the traditional Christian re- 
sponse to war and peace. Matthew Mullane 

TH 410 (UN 500) Capstone: One Life, Many 
Lives 

See course description under University Courses 
section. 

TH 41 1 (UN 501) Capstone: Patterns of 
Development and Narratives of Faith 

See course description under University Courses 
section. 

TH 413/UN 51 1 Capstone: Lives in Progress 

(S:3) 

See course description under University Courses 
section. 

Level One — Historical 

TH 333 History of the Jesuits (S: 3) 

A close scrutiny of the thought and activities of 
the most controversial order in the Catholic 
Church from its founding by Ignatius of Loyola 



until its suppression in 1773 and the restoration 
leading to contemporary times. John Willis, S.J. 

TH 460 The Holocaust: Its Roots and Legacy 

(F:3) 

This course will trace anti-Semitism in European 
civilization from its earliest Christian roots to the 
present, as well as analyze European racism, the 
eugenics movement, and the twisted road to 
Auschwitz as a prelude to the philosophical and 
theological reflections on the Holocaust. Such 
psychological patterns as learning theory and 
equity theory will be introduced to help in the 
comprehension of the Shoah. Donald Dietrich 

Level Two — Majors (and Other 
Advanced Students) 

TH 330 Theology Majors' Seminar (F: 3) 

The Majors' Seminar is designed to help majors 
extend their understanding of the meaning and 
methods of theology and religious studies. It pro- 
vides students with an opportunity to synthesize 
aspects of their coursework, identify key themes, 
questions, and areas in need of further study. This 
is done primarily through the research and writ- 
ing of a seminar paper. This course is offered each 
fall, and may be taken by senior or junior majors. 
Sufficiently advanced students are urged to take 
the seminar in junior year. Majors only. 

Frederick Lawrence 

Level Three — Biblical 

TH 341 Isaiah: Chapters 1-66 (S: 3) 

This course deals with the dominant themes of the 
Book of Isaiah (1-66). Historical, geographical, 
and archaeological settings are considered in de- 
tail. Emphasis, however, is on the meaning of the 
text of Isaiah then and now. Hebrew is not re- 
quired. This is not a beginner's course. 

Philip King 

TH 350 The Gospel of Matthew (F: 3) 

This course is a detailed study of Matthew as a 
literary and theological work with special atten- 
tion to its setting in first century Judaism and 
Christianity and its relationship to the other 
gospels. Matthew's implications for Christian 
thought and behavior will be stressed. An intro- 
ductory course in Biblical studies is presumed. 

Anthony Saldarini 

TH 357 Pauline Tradition (F: 3) 

This course is an introduction to the letters and 
mission of St. Paul. It surveys archaeological, lit- 
erary and theological approaches to reading Paul's 
letters as sources for understanding the develop- 
ment of early Christianity. Special attention will 
be given to the interpretation of 1 Corinthians. 

Phevie Perkins 

TH 8 1 2 Understanding the Book of Exodus 

(F:3) 

This course deals with theology of Exodus, em- 
phasizing dominant themes (exodus, election, 
covenant, etc.). Selected passages are to be 
exegeted in detail. Knowledge of Hebrew is de- 
sirable but not required. Introductory course or 
equivalent is required. Philip King 



College of Arts & Sciences • Theology • 117 



Level Three — Comparative and 
Systematic or Doctrinal 

TH 231 Christian Mission (F, S: 3) 

This course is a study of the decimation of the 
Indies by conquering Spain from 1492 until 
roughly 1 566. It is also a study of the rise of Chris- 
tian conscience about the decimation in Spain and 
in the Indies — the fashioning of Church doctrine 
(1537), and State policy (1542), about the just 
treatment of Indian peoples. The guide in this 
evaluation will be the work of Helen Rand Par- 
ish who has rediscovered the role of Bartolome 
de Las Casas (1484-1566) in the fashioning of 
Church conscience and State policy during the 
conquest itself. Francis P. Sullivan, S.J. 

TH 445 Faith and Reason in the Middle Ages 

(F:3) 

This course is a study of the encounter between 
divine revelation (Jerusalem) and Greek philoso- 
phy (Athens) as grounds of two distinct and irre- 
ducibly different ways of life. Primary sources 
include Plato, Lucretius, Cicero, Basil the Great, 
Augustine, Farabi, Averroes, Bonaventure, Tho- 
mas Aquinas, and the famous condemnation of 
1277. Ernest Fortin,A.A. 

TH 476 The Development of Theology as a 
Discipline in the Middle Ages (F: 3) 

This is a historical study of the way the academic 
reading of the Holy Scriptures found its way into 
the university discipline of theology. The course 
examines the roles played by Scripture, by 
patristic and medieval authorities, and by philoso- 
phy in theological inquiry. The sources for this 
study are the translated primary texts of authors 
from Abelard to Melanchthon. 

Stephen F. Brown 

TH 490 Religious Experience and Faith (S: 3) 

The goal of this course is to compare views of faith 
found in the Bible, some Church Fathers, Tho- 
mas Aquinas, Rousseau, Newman and Lonergan. 
We shall ask whether a stress on religious experi- 
ence is compatible with a complete respect for ob- 
jective truth. We shall examine the interaction 
between the affective and the intellectual aspects 
of faith. Louis P. Roy, O.P. 

TH 492 Medieval Christian Life (S: 3) 
This course will examine the spiritual climate and 
culture of Medieval Europe and will focus on 
Christian Life, worship and thought. 

The Department 

TH 525 Medieval Theology I (S: 3) 

This course is a study of key theological figures 
from Abelard to Aquinas with a focus on their 
Christology and Trinitarian teachings. 

Stephen F. Brown 

TH 542 Theological Dialogue with Buddhism: 
Meditations and Doctrines (F: 3) 

This course comprises an advanced introduction 
to Buddhism and a dialogical encounter with it 
through primary sources. We will situate our 
study of Buddhism in relation to contemporary 
theology of religions. After intensive study of an 
introductory Buddhism textbook and of ancient 
scriptural passages, we will read contemporary 
writings by Tibetan and Chinese Buddhist mas- 
ters that articulate a variety of ways Buddhist doc- 
trines, constructing holistic world views, are re- 
lated to distinct methods of meditation. We will 



conclude by discussing writings of contemporary 
Christian scholars who have reflected compara- 
tively on their encounters with Buddhism (e.g., 
Swearer, Pieris, or Pallis). Prior study of religion 
or of Asian Buddhist cultures at the college level 
is highly recommended. John Makransky 

TH 545 Spiritual Disciplines of Buddhism (S: 3) 

This course will serve as an advanced introduc- 
tion to Mahayana Buddhism through a study of 
its practices (Mahayana is the form of Buddhism 
now practiced in Tibet, China, Japan, Korea). 
Traditional practices of devotion, ethical disci- 
pline, ritual and art will be analyzed in relation to 
Mahayana Buddhist psychology, philosophy and 
methods of meditation. Prior study of religion or 
of Asian cultures is recommended. 

John Makransky 

TH 546 The Eucharist in Ecumenical Perspective 

(F:3) 

In the light of contemporary ecumenical devel- 
opments that have been uncovering much that is 
common in the sacramental traditions of the dif- 
ferent churches, this course will take up the fol- 
lowing: sacraments and sacramentality, the Eu- 
charist as central sacrament, its biblical back- 
ground, the New Testament accounts of institu- 
tion, patristic and historical development, and 
systematic analysis. Robert J. Daly, S.J. 

TH 547 The Eucharistic Prayer (S: 3) 

This course is a theological, literary, and struc- 
tural analysis of the Hebrew background of the 
eucharistic prayer, its various main developments 
in the Christian East and West, and, in the con- 
text of the twentieth-century liturgical renewal, 
the recent flowering of attempts to construct new 
eucharistic prayers. Robert J. Daly, S.J. 

TH 548 The Bible and Politics (S: 3) 

The course is an examination of the political 
teachings of the Bible and their implications. The 
emphasis is on the contrast between the biblical 
and the philosophic understandings of politics, as 
well as between the Jewish and Christian under- 
standings of the same problem. 

Ernest Foitin, A.A. 

TH 576 Aquinas' Treatise on God (F: 3) 

This course is an in-depth study of the inner logic 
and dialectic of the treatise on the one God, in 
Simnna Theologiae, Questions 2-26. Several other 
writings of Aquinas on that topic will also be ex- 
amined. Although useful, knowledge of Latin will 
not be required. Quite often, however, reference 
will be made to key Latin words. The God of 
Thomas Aquinas is the fullness of Existence and, 
because of that, eternal, immutable, impassable, 
without any real relation to the created world, etc. 
Such attributes have often been misrepresented. 
Therefore, one of the aims of this course is to 
achieve as best an interpretation of Aquinas's in- 
tentions as one can, by coming to grips with what 
he said and by situating his writings in their own 
historical context, which includes many sources 
(biblical revelation, the Augustinian tradition, 
Neo-Platonism, Pseudo-Dionysius, Aristotle and 
his Arabic commentators, Maimonides, etc.) 

Louis P. Roy, O.P. 



TH 860 Ministry in Vatican II Ecclesiologies 

(F:3) 

The course examines the various ecclesiologies 
contained in or implied by the documents of the 
Second Vatican council. These various ways of 
envisioning both ordained and non-ordained 
ministries. Michael Himes 

TH 881 John of the Cross: An Inquiry into 
Prayer, Contemplation and Union with God 

(F:3) 

This course is an analysis of the major works of 
John of the Cross to determine the origins and 
character of contemplation and its development 
into perfect union with God. This course brings 
inquiry to bear upon the issues raised by these 
writings and their application to the lives of the 
student. The poetry, counsels and theology of 
John of the Cross will be supplemented by con- 
comitant readings in Ernest Becker, The Denial 
of Death, Albert Nolan, Jesus Before Christianity, 
and Teilhard de Chardin, The Divine Milieu. 

Michael Buckley, S.J. 

Level Three — Ethical and Social/ 
Scientific 

TH 354 Theology and the Law (F, S: 3) 

The goals of this course are to (1) educate students 
about the relationship between theology and law 
as that relationship has been understood by se- 
lected theologians, classical and modern, and by 
their critics; and (2) encourage students to begin 
to think about the social and personal values that 
underlie and inform theological positions on the 
law. The course would follow the chronology of 
the development of Western Theology. 

Alan Ray 

TH 380 Perspectives on Hinduism (F: 3) 

The religious traditions of Hinduism offer rich 
possibilities for students of all interests. Empha- 
sizing the classical traditions, the course intro- 
duces Hindu myth, theology, imagery, ritual, lives 
of saints, ethics and mysticism. Intended for 
graduate students and advanced undergraduates, 
but has no specific prerequisites. 

Francis X. Clooney, S.J. 

TH 507 Comparative Theology and the 
Theology of Religions (S: 3) 

Two connected theological disciplines are intro- 
duced. First, comparative theology explores 
Christian theological issues in the context of ex- 
tended reflection on the texts of other religions. 
It reads Christian and non-Christian texts to- 
gether, seeking to combine Christian faithfulness 
with a readiness to be changed, intellectually as 
well as spiritually, by non-Christian ideas. Second, 
the subsequent theology of religions rethinks 
Christian views about religions in a broadened 
context that now includes non-Christian ideas, 
images, words. This courses uses for its examples 
primary texts from the classical Hindu traditions 
of India in correlation with appropriate Biblical 
and Christian theological texts. 

Francis X. Clooney, S.J. 

TH 561 Christian Ethics and Social Issues (S: 3) 

Methods and sources for Christian ethical analy- 
sis, decision making, and policy formation in the 
areas of religious liberty, economic justice, human 
rights, and war and peace, the role of Christians 
and the ministry of the church in the political 
sphere are considered. David Hollenbach, S.J. 



118 • College of Arts & Sciences • University Courses 



UN 590 Faith, Peace and Justice Senior Project 
Seminar (S: 3) 

Prerequisite: Permission of the Director of the 
Program for the Study of Faith, Peace and Jus- 
tice 

This course provides the finishing touch for 
students in the program for the Study of Faith, 
Peace and Justice. 

Students enrolled in the seminar work closely 
with a faculty project adrisor from the department 
of their major and present preliminary results of 
their project study in the seminar. Student and 
faculty responses to the presentation will help 
shape the presenter's project into a finished form. 
The seminar provides a unique opportunity for 
the individual student to integrate several years 
of study in the Program, while at the same time 
learning about an interesting range of issues from 
fellow students. The Depaitment 

Level Three — Historical 

TH 423/CL 320 Seminar in Latin PatrologyfS: 3) 

Prerequisite: Latin 

This is a critical and philological examination, 
in the original, of a genre, author, problem, or pe- 
riod in the history of Latin patristic literature. 
This semester the seminar will be devoted to the 
study of Lactantius. Margaret A. Schatkhi 



TH 425 (CL 323) Seminar in Greek Patrology 

(F:3) 

Prerequisite: Greek 

The topic of this year's seminar will be St. 
John Chrysostom's, Commentaiy on Job, of which 
two new critical editions have appeared in recent 
years. We shall translate the Greek text, and study 
the exegetical method of Chrysostom in relation 
to his other biblical commentaries and the tradi- 
tional exegesis of Job in Judaism and Christian- 
ity. Margaret A. Schatkin 

UNIVERSITY COURSES 

UN 500/TH 410 One Life, Many Lives (F: 3) 

In this course we shall read biography and auto- 
biography to observe the process of finding the 
central meaning of life, because the writer of bi- 
ography must assess the lifelong process of form- 
ing, keeping, or breaking significant commit- 
ments. We shall read a novel and articles dealing 
with conflicts of career and relationships. We shall 
also keep a personal journal to learn the process 
of reflection, growth, and integration. 

James Weiss 



UN 501 /TH 41 1 Patterns of Development and 
Narratives of Faith (S: 3) 

Our lives take shape and meaning from the sto- 
ries that we tell ourselves about what it means to 
be a man or a woman, what is worth doing in a 
life and who or what is ultimately valuable and 
trustworthy. In this course, we shall investigate 
our life narratives by looking at the significant 
myths that derive from religion, culture and our 
families. We shall read in developmental psychol- 
ogy, cultural anthropology, and narrative theol- 
ogy. We shall also use selected fiction and film. 

H. John McDargb 

UN 51 1 /TH 413 Lives in Progress (F: 3) 

Graduation is a pivotal transition. It results in an 
upheaval requiring assessment and re-ordering of 
the past in order to create a future grounded in 
the past but not bounded by it. We shall study our 
lives up to now as a window to the future-a fu- 
ture envisioned not only in our own personal his- 
tory but also in biographies, autobiographies, and 
fictional accounts of men and women searching 
for the good life. Thus, the underlying assump- 
tion of this course is that the emotional, physical, 
intellectual, and religious challenges of college 
have not only enthralled us for the moment but 
seeded us for a glorious life that continues. 

Joseph Marchese 



University Courses 



UNIVERSITY CAPSTONE COURSES 

For a full description of the interdisciplinary 
Capstone Program, designed for seniors and sec- 
ond-semester juniors in all schools, refer to the 
"University" section at the front of this Catalog. 
Below are descriptions of the Capstone courses 
offered in 1994-95. 

All Capstone courses may be taken as elec- 
tives. Capstone seminars that are cross-listed in a 
specific department may also be taken for major 
credit in that department. 

UN 500 (TH 410) One Life, Many Lives (F, S: 3) 

We often feel that we are living separate lives in 
our work, our relationships, our leisure, and our 
spiritual growth. We are repeatedly challenged to 
make one life from our many lives: to integrate 
our vision, to decide what is most important. We 
always arrive at the question: how do my lives fit 
together as one life? Do my activities reflect my 
deepest needs and values? 

In this course, we shall read biography and 
autobiography to observe the process of finding 
the central meaning of a life, because the writer 
of biography must assess the lifelong process of 
forming, keeping, or breaking significant commit- 
ments. We shall read a novel and articles dealing 
with conflicts of career and relationships. We shall 
also keep a personal journal to learn the process 
of reflection, growth, and integration. 

James Weiss 



UN 501 (TH 41 1 ) Patterns of Development and 
Narratives of Faith (S: 3) 

Our lives take shape and meaning from the sto- 
ries that we tell ourselves about what it means to 
be a man or a woman, what is worth doing in a 
life, and who or what is ultimately valuable and 
trustworthy. In this course, we shall investigate 
our own life narratives by looking at the signifi- 
cant myths that derive from religion, culture, and 
our families. We shall read in developmental psy- 
chology, cultural anthropology, and narrative 
theology. We shall also use selected fiction and 
film. J°h>' McDargb 

UN 502 (PL 434) Ethics in the Professions 
(F, S: 3) 

This course deals with two distinct but comple- 
mentary approaches to ethics. It considers 
programmatic moral analysis, i.e., how to handle 
and resolve various moral dilemmas that are com- 
mon in the workplace. For this part of the course 
we will rely on case studies that typify the vexing 
moral problems that arise in four major profes- 
sions: law, medicine, business and journalism. 
Before considering these cases we will discuss 
some general ethical frameworks and basic themes 
in moral philosophy. Richard Spinello 

UN 503 (PL 273) Private Life, Public Life (F: 3) 

Not offered 1994-9 5 Patrick Byrne 



UN 504 Building a Future: Cultural Attitudes, 
Place, and Gender (S: 3) 

Discussions will be based on biographical mate- 
rial dealing with the lives and careers of modern 
scientists, both real and fictional, as viewed by 
themselves and their biographer, and by their 
spouses, women/men friends, or women/men 
colleagues. Emphasis will be on how their adult 
lives were constructed, what factors influenced 
their choices, what motivated them, what role 
colleagues and relatives of the opposite gender 
played. How did it all work out in the end? 

George Goldsmith 

UN 505 Life and Career Planning (F: 3) 

This course provides an overview of life and ca- 
reer planning in the context of (1) career, (2) per- 
sonal relationships, (3) spirituality, and (4) ethi- 
cal decision making. Students are asked to develop 
autobiographical responses to a series of questions 
about their lives to find themes related to possible 
careers and relationship issues. Readings, cases, 
exercises, and guest lecturers will amplify those 
personal themes and common issues in life as we 
enter the 21st century. The integration of spiri- 
tuality and ethical decision making into one's life 
will be addressed by readings on ethical perspec- 
tives and the students' written reflections on a 
variety of issues. Students completing the course 
ought to do so with a better and fuller understand- 
ing of what it means to live a balanced life. 

Robert F. Capalbo 



College of Arts & Sciences • University Courses • 119 



UN 506 (EN 622) Planning for Success and 

Failure (S: 3) 

Not offered 1994-9 5 Dennis Taylor 

UN 507 (TH 412) Personal Commitment: The 
Key to Maturity 

Not offered 1 994-95 James O'Donqhoe 

UN 508 (PL 271) Taoism: Holistic Philosophy 

(F:3) 

This course focuses on an integral approach to 
studying human life: self, relationship, family life, 
work, social responsibility, as well as spirituality. 
The course is also a comparative study of East- 
ern and Western philosophy, or different ways of 
life, with special emphasis on Taoism. 

Because of its unique nature, this course makes 
use of various methods involving students' active 
participation. In addition to lectures, we will use 
discussions, journals, and meditations (or quiet- 
sitting). Students are encouraged to make a reflec- 
tive synthesis of the central themes of this course, 
and a personal synthesis of various aspects of their 
lives. In so doing, it is hoped that we can together 
explore and achieve some degree of knowledge, 
wisdom, patience, and above all tranquillity! 

Frank Soo 

UN 509 Leading a Semi-Intelligent Life 

Not offered 1 994- 9 5 John Neuhauser 

UN 510 (CO 470) Conflict and Decision (S: 3) 

This course focuses on inevitable questions un- 
derlying undergraduate study as well as critical 
decision-making throughout our lives. As con- 
flicts result from varying priorities within a soci- 
ety, people make critical decisions about justice, 
freedom, social responsibility and spiritual activi- 
ties. This course underscores communication as 
a dynamic reflection of our most cherished val- 
ues and hopes. It invites students to review their 
education in order to reflect on the lifelong task 
of integrating their commitments to work, rela- 
tionships, citizenship, and spiritual development. 
This Capstone course features the shared view- 
ing of several contemporary films relevant to 
course topics. Ann M. Barry 

UN 51 1 (TH 413) Lives in Progress (S: 3) 
Graduation is a pivotal transition. It results in an 
upheaval requiring assessment and re-ordering of 
the past in order to create a future grounded in 
that past but not hounded by it. We shall study 
our lives up to now as a window to the future-a 
future envisioned not only in our own personal 
history, but also in biographies, autobiographies, 
and fictional accounts of men and women search- 
ing for the good life. Thus, the underlying as- 
sumption of this course is that the emotional, 
physical, intellectual, and religious challenges of 
college have not only enthralled us for the mo- 
ment hut seeded us tor a glorious life that con- 
tinues. Joseph Marchese 

UN 512 (BK 303) (EN 632) The Work of 
Knowing in African-American Life and Art (F: 3) 

Not offered 1994-95 He my Blackwell 

UN 513 (EN 627) Ways of Knowing (S: 3) 

Not offered 1994-9 5 Carol Hard Green 



UN 514 Personal Growth and Cosmic Design: 
The Cosmos, Spirituality and Spiritual Aerobics 

(S:3) 

Prerequisites: A Core course in a science and in 
theology/philosophy 

This seminar will deal, in part, with patterns 
of physical and biological evolution of the Earth 
and the Universe, including mankind; and in part, 
with writings on spirituality by Teilhard de 
Chardin, S.J., Harvey D. Egan, S.J., and Bernard 
Lonergan, S.J. This program will provide an op- 
portunity to deepen one's spirituality as a contem- 
plative in action through practice of The Spiri- 
tual Exercises of Ignatius Loyola, founder of the 
Jesuits, and to reveal linkages between the worlds 
of matter and spirit. James Skehan, S.J. 

UN 515 (Bl 214) Science, Faith and World View 

(S:3) 

Is it possible for a scientist working in the 1990's 
to he a believer in God, and in particular a Chris- 
tian believer, without compromising either his/ 
her practice of faith or practice of science? 
Throughout, participants in the course will be 
encouraged to consider how religious and scien- 
tific ways of thinking have influenced their own 
lives and personal synthesis of science and faith. 
These considerations, it is hoped, will influence 
the individual's outlook towards his/her life work 
in whatever career is chosen. Some background 
in introductory college-level physics or permis- 
sion from the instructor is required to take this 
course. Donald Plocke, S.J. 

UN 516 (TH 504) The Next Step (S: 3) 

Not offered 1994-95 Margaret Gorman, R.S.C.J. 

UN 517 (FS 475) Aspects of Wholeness: Christ 
and Goddess (F: 3) 

This course intends to develop a fuller under- 
standing of the self through a study of archetypes 
and symbols in both Christian and non-Christian 
traditions. We shall deal with the great themes of 
gender and sexuality, origins and death. Follow- 
ing K. Richter's conviction that "the use of rites 
and symbols is a necessary aspect of being human: 
if we close ourselves off from non-verbal signs we 
get sick," we shall include a major focus on visual 
and ritual expressions of symbols. Accordingly, in 
addition to readings and written exercises we shall 
have projects such as creating a mask, an altar or 
sanctuary, and a death ritual. Developed artistic 
skills are not required. Open to seniors and sec- 
ond semester juniors. John Steczynski 

OTHER UNIVERSITY COURSES 

Other University courses are interdisciplinary 
courses that may be offered by various depart- 
ments. For the academic year 1994-95, these 
"UN" courses may be found under the English, 
Philosophy, and Theology departments in the 
Arts and Sciences section, and in the School of 
Education listings in this Catalog. 



120 • School of Education 



School of Education 



The School of Education was founded in 1952 as the first 
co-educational undergraduate college on the Chestnut 
Hill campus. It is one of four undergraduate Schools at 
Boston College and is committed to the intellectual and spiritual goals 
of the University. Its specific purpose, to be achieved in a manner 
consonant with the broader university goals, is to prepare young men 
and women for the education and human service professions. Pro- 
grams are designed to ensure that the students receive a liberal arts 
education, professional preparation and a specialized education in 
their major fields. Faithful to the traditions of Jesuit education, the 
School of Education is committed to an educational ideal wherein 
its students shall first become broadly educated persons and then be 
competently informed and skilled in the knowledge and techniques 
of the teaching and human services professions. The goal is to pro- 
duce highly educated persons who are reflective practitioners com- 
mitted to serving others. 



The School of Education is composed of two 
departments: the Department of Counseling, De- 
velopmental Psychology and Research Methods 
(Mary Walsh, Ph.D., Chairperson), and the De- 
partment of Curriculum, Administration and 
Special Education (John Savage, Ed.D., Chairper- 
son). Students may choose to major in Early 
Childhood Education, Elementary Education, 
Secondary Education, Special Education, or Hu- 
man Development. Within the Special Education 
program, students may be certified as either El- 
ementary and Moderate Special Needs or El- 
ementary and Intensive Special Needs Teachers. 
A program leading to certification is also available 
at the middle school level. 

The Secondary Education Program is taken 
in conjunction with a major in the College of Arts 
and Sciences. Currently, the student may follow 
a program in Biology, Chemistry, Geology or 
Earth Sciences, Physics, English, History, Math- 
ematics, French, Spanish, Latin and Classical Hu- 
manities, or Theology. All programs, except The- 
ology, lead to Massachusetts teacher certification. 

A major in Human Development prepares 
students for graduate study in counseling, educa- 
tional psychology, and related fields. Students in 
this program have obtained employment in psy- 
chological, educational, human service and busi- 
ness settings. A practicum experience provides 
students with an opportunity to develop impor- 
tant professional skills and explore career oppor- 
tunities. The ten-course major gives a strong 
background in the area of developmental psychol- 



ogy and an introduction to the field of counsel- 
ing. It is specifically designed for students who 
wish to work in non-school settings. 

All of the undergraduate programs in the 
School of Education except the major in Human 
Development are designed to prepare students to 
meet state requirements for teacher certification. 
Since many states, including Massachusetts, are 
in the process of revising their certification regu- 
lations, all programs offered by the School of 
Education may be subject to revision depending 
upon requirements of state education certification 
agencies. 

The School of Education also has many dis- 
tinguished graduate programs; these are described 
in the Graduate Catalog of Boston College. Stu- 
dents may elect graduate programs in the areas of 
Developmental and Educational Psychology, 
Educational Research, Evaluation and Measure- 
ment, Counseling Psychology, Special Education, 
Elementary Education, Early Childhood Educa- 
tion, Secondary Education, School Administra- 
tion, Higher Education, and Curriculum, Instruc- 
tion, and Administration. In some areas of study, 
a student may complete a Master's degree in an 
academic year and a summer. 

In addition, there are a number of Fifth Year 
programs available for academically superior stu- 
dents through which the Bachelor's and the 
Master's degree can be earned in 5 years. Please 
refer to the section following the descriptions of 
majors in the School of Education for more in- 
formation about these programs. 



THE PREPARATION OF EDUCATORS 
AND HUMAN SERVICE 
PROFESSIONALS WITH 
HANDICAPPING CONDITIONS 

It is the goal of the School of Education to suc- 
cessfully prepare qualified individuals regardless 
of handicapping conditions for both a degree and 
state certification. The University accepts the af- 
firmative duty to assure the accessibility of its 
physical plant and academic programs. After an 
evaluation of a student's capacity to perform es- 
sential professional functions, the University will 
engage in any reasonable accommodation within 
its program that would allow a qualified student 
with a handicapping condition to complete the 
program successfully and obtain certification so 
long as such accommodation does not result in the 
student's failure to meet the required knowledge, 
skills and competencies required for both gradu- 
ation and certification. 

ACADEMIC REGULATIONS 

All students entering the School of Education are 
to follow a program of study in selected educa- 
tion majors and complete Core requirements and 
electives needed to fulfill degree requirements. A 
second major, either interdisciplinary or in a de- 
partment in the College of Arts and Sciences, is 
also required of students who are in certification 
programs. Students in the Human Development 
program are not required to have a second ma- 
jor, but are required to complete a minor of at 
least four courses in one discipline outside the 
School of Education. All programs lead to the 
degree of Bachelor of Arts. 

Requirements for the Degree 

1.1 The bachelor's degree requires the comple- 
tion, with satisfactory cumulative average (at least 
1.667), of at least 38 one-semester courses (each 
carrying a minimum of three semester-hour cred- 
its), normally distributed over eight semesters of 
four academic years. However, students pursuing 
certification programs must complete require- 
ments with a cumulative average of at least 2.5. 

1.2 Within the 38 courses required for gradua- 
tion, the following 15 courses, which comprise the 
Core curriculum, are required of all students en- 
tering Boston College and scheduled to graduate 
in May 1997 or thereafter. 

• 1 course in Writing 

• 1 course in Literature (Classics, English, Ger- 
manic Studies, Romance Language and Litera- 
ture, Slavic and Eastern Languages) 

• 1 course in the Arts (Fine Arts, Music, Theater) 

• 1 course in Mathematics 

• 2 courses in History (European History since 
1500) 

• 2 courses in Philosophy 

• 2 courses in Social Sciences (Psychology in 
Education, (PY030 and PY03 1), Economics, Po- 
litical Science, Psychology, Sociology) 

• 2 courses in Natural Science 

(Biology, Chemistry, Geology/Geophysics, Phys- 
ics) 



School of Education • Academic Regulations • 121 



• 2 courses in Theology 

• 1 course in Cultural Diversity (PY 03 1) 

The Cultural Diversity requirement may be ful- 
filled by an appropriate course taken to fulfill 
another Core requirement, a major requirement 
or an elective. 

Classes graduating prior to May 1997 should 
see page 12 in the University section of the Cata- 
log. Students are advised to select Core courses 
very carefully, making sure they satisfy the Core 
requirement in each department in Arts and Sci- 
ences. PY 030 and PY 03 1 , both required courses 
for all students in the School of Education, meet 
the Core Social Science requirement. PY 03 1 also 
meets the Core requirement for a course in Cul- 
tural Diversity. Identification of Core courses can 
be determined by contacting the appropriate de- 
partment head in Arts and Sciences and by refer- 
ence to each semester's Schedule of Courses. Stu- 
dents are encouraged to complete Core courses 
in the freshman and sophomore years. 

1.3 A second major, either interdisciplinary or in 
a department of the College of Arts and Sciences 
subject discipline, is currently required of all stu- 
dents in certification programs. This major should 
be in an area that complements the student's pro- 
gram in the School of Education. These majors 
must have the approval of the student's Program 
Coordinator. Students in certification programs 
are encouraged to declare their liberal arts majors 
early so that they are eligible to take courses re- 
stricted to majors in these disciplines. Students in 
the Human Development program are not re- 
quired to have a second major but are required to 
complete a minor of at least four courses in one 
subject discipline. 

1 .4 A major program of studies within the School 
of Education must be declared by all students and 
approved by the Office of the Assistant Dean be- 
fore the end of the sophomore year. For those 
seeking a major leading to teacher certification, 
students must be officially accepted into the 
major by the School of Education. 

1.5 Students seeking a major leading to certifica- 
tion must complete and submit a Declaration of 
a Major form, an application for admission to a 
Teacher Education Program, and a current tran- 
script to the Assistant Dean of the School of Edu- 
cation. Program Coordinators and the Assistant 
Dean review the applications and accept qualified 
applicants before the end of the sophomore year. 
Early program application is encouraged. Human 
Development majors need to complete a Decla- 
ration of a Major form and submit a current tran- 
script. 

1.6 The remaining courses required for gradua- 
tion include additional major courses, minor 
courses, and electives. 

Normal Program 

2 . 1 Program Distribution: The normal course load 
for freshmen, sophomores, and juniors is five 
three-credit courses each semester; for seniors, 
four courses. A freshman or sophomore who 
wishes to take only four courses may do so but 
must have the prior approval of the Office of the 
Assistant Dean. A sixth course may be taken by 
students whose average is at least 3.0. A student 
whose average is between 2.0 and 3.0 must obtain 
prior approval for a sixth course from the Office 



of the Assistant Dean. Average is here taken to 
mean the student's most recent semester average 
or cumulative average, whichever is higher. 

2.2 Students are required to pass the Professional 
Development Seminar for Freshmen (ED 100) 
during the first semester of the freshman year. 

2.3 During the first two years, students are re- 
quired to enroll each year in a minimum of six 
credits of Education courses, unless they receive 
prior approval from the Office of the Assistant 
Dean. 

2.4 No more than eleven courses may be taken for 
credit in one year without special permission of 
the Office of the Assistant Dean. 

2.5 Full-time status for a student in any class re- 
quires enrollment in at least four courses in each 
semester. 

2.6 Tuition shall apply each semester as pub- 
lished, even if the student carries the minimum 
full-time load or less. 

2.7 Acceleration of degree programs is possible 
in exceptional circumstances, provided the Assis- 
tant Dean's approval is obtained at least two full 
semesters before early graduation and University 
policies governing acceleration are followed. 

2.8 The only courses that a student, after admis- 
sion to Boston College, may apply toward a 
School of Education degree (whether for Core, 
major, or total-course requirements) will be those 
taken at Boston College in a regular course of 
study during the academic year. The Office of the 
Assistant Dean is authorized to grant exceptions 
to the provisions of this regulation for the follow- 
ing situations: 

• official cross registration programs 

• the Foreign Study Program 

• official college exchange programs 

• special study programs authorized by the Of- 
fice of the Assistant Dean 

• removal of deficiencies incurred by failure, with- 
drawal from a course, or course underload 

• subject to certain restrictions, courses in the 
Evening College of Arts and Sciences and Busi- 
ness Administration as approved by the Office of 
the Assistant Dean prior to enrollment in the 
course. 

Any of the above exceptions granted must be 
based on prior written approval from the Office 
of the Assistant Dean. 

Transfer into the School of Education 

3.1 The School of Education requires that stu- 
dents transferring into it from other schools of 
Boston College will have a record free of academic 
deficiencies and a cumulative average of at least 
2.5 and will complete at least four semesters of 
full-time study in Education after the transfer. 

3.2 For students who have transferred from a col- 
lege or university other than Boston College, 
courses that have been granted transfer credit and 
which are similar to the offerings of Boston Col- 
lege will count toward degree requirements. 

3.3 Students transferring into the School of Edu- 
cation must meet with the appropriate Program 
Coordinator and have their programs of study 
confirmed as soon as possible after admission to 
the School of Education, but prior to the begin- 
ning of classes. 

3.4 Official transfer applications must be submit- 
ted to the Office of the Assistant Dean before 
November 30 for spring semester admissions and 
before April 1 5 for fall semester admissions. 



Pass/Fail Electives 

4.1 In sophomore, junior, or senior years a stu- 
dent may, with the approval of the department of- 
fering the course, take an elective course on a 
Pass/Fail basis. No more than one Pass/Fail 
course may be taken in any semester. The 
course(s) must be in a department other than the 
one(s) in which the student is majoring; Pass/Fail 
evaluations may not be sought in Core or major 
courses. A student must indicate his or her desire 
to take a course on a Pass/Fail basis at registra- 
tion time in the Office of the Assistant Dean. 

4.2 No more than three courses for which the 
final grade is "Pass" will be counted toward a de- 
gree. 

4.3 In the following circumstances, departments 
may rule that specific degree requirements may 
be met by equivalencies for certain courses. 

4.4 A student, anytime before senior year, may be 
relieved of a Core requirement without receiving 
credit by demonstrating, by means of an equiva- 
lency examination, to the Chairperson of a depart- 
ment that administers courses satisfying the Core 
requirement, that he or she has mastered the con- 
tent of such a course. 

4.5 In certain departments there are courses in 
which continuation in the second semester is in- 
trinsically dependent upon mastering the content 
of the first semester. A student who fails or with- 
draws from the first semester of such a course, 
may, with the approval of the Office of the Assis- 
tant Dean, be allowed to continue in the course 
and gain credit and the grade of D- for the first 
semester by passing the second semester satisfac- 
torily (with a C+ or better, if graded). This regu- 
lation may be applied also to Pass/Fail electives 
involving a two-semester offering provided both 
semesters are taken Pass/Fail. The grade of Pass, 
rather than D- will be awarded for the first semes- 
ter in such cases. A list of departments and courses 
where these regulations apply is on file in the 
Office of the Dean of Arts and Sciences. 

Requirements for Good Standing 

5.1 In order to remain in the School, a student 
must maintain a cumulative average of at least 
1.667 as the minimum standard of scholarship and 
have passed at least nine courses by the beginning 
of the second year, nineteen by the beginning of 
the third year, and twenty-nine by the beginning 
of the fourth year. Students must have at least a 
2.5 GPA to be eligible for student teaching. 

5.2 Failure to maintain good standing, either 
through a low cumulative average or by incurring 
failures and/or withdrawals, or by taking an un- 
approved underload, will result in the student's 
being placed on probation, or being required to 
withdraw from the School, as the Academic Stan- 
dards Committee shall determine. Unless the stu- 
dent returns to good standing by the approved 
methods (see Course Make-up) or if the student 
incurs additional failures or withdrawals, or car- 
ries an unapproved underload while on probation, 
then the student will be required to withdraw 
from the School at the time of the next review. 

5.3 A student who has not passed seventeen 
courses after two years or twenty-seven after three 
years will be required to withdraw. If seven 
courses are not passed in one year, withdrawal will 
be required. If a student passes less than two 



122 • School of Education • Academic Regulations 



courses in a semester, the Academic Standards 
Committee may require immediate withdrawal. 
5.4 No student may hegin a given academic year 
in September with more than one deficiency. 
Three deficiencies within an academic year will 
mean dismissal. A deficiency is defined as a fail- 
ure in a course, a withdrawal from a course, or an 
unapproved underload. A deficiency should he 
made up as soon as possible after it has been in- 
curred. 

A student who has been required to withdraw 
because of three or more deficiencies may be eli- 
gible to apply for readmission. To be eligible for 
return a student must fulfill the conditions speci- 
fied by the Dean's letter of withdrawal. This will 
ordinarily include the reduction of deficiencies 
and the attainment of a minimum grade point av- 
erage. A student who fails to fulfill the specified 
conditions will not be allowed to return to the 
School and it is at the discretion of the Dean 
w hether to allow readmission. 

Students may be reinstated once after a dis- 
missal. A student who receives a subsequent dis- 
missal may not be reinstated. 

Course Make-Up 

6.1 A student who has failed or withdrawn from 
a course may make up the credit by passing an ad- 
ditional approved course during the regular 
school year or in a summer session at Boston Col- 
lege (with a grade of at least C-), or at another 
accredited four-year college (with a grade of at 
least C-). All make-up courses must be authorized 
by the Office of the Assistant Dean or by the ap- 
propriate department for Core and/or Arts and 
Sciences major courses prior to registration in 
them. 

6.2 To make up deficiencies, not more than two 
approved three-credit courses or their equivalent 
will be accepted from any one summer session; 
and no more than a total of three approved three- 
credit courses or their equivalent will be accepted 
from two or more sessions in the same summer. 

6.3 A student who has been or will be required to 
withdraw may seek approval of the Office of the 
Assistant Dean for summer courses, and may 
thereby become eligible for consideration for re- 
instatement. A student who does not receive per- 
mission for summer courses or who fails to 
achieve creditable grades of B- or better in ap- 
proved summer courses will not be allowed to 
matriculate in the School of Education. 

Attendance 

7.1 As part of their responsibility in their college 
experience, students are expected to attend classes 
regularly. Students who are absent repeatedly 
from class or field experience will be evaluated by 
faculty responsible for the course to ascertain their 
ability to achieve the course objectives and to 
decide their ability to continue in the course. 

7.2 A student who is absent from class is respon- 
sible for obtaining from the professor or other stu- 
dents, knowledge of what happened in class, es- 
pecially information about announced tests, pa- 
pers, or other assignments. 

7.3 Professors will announce, reasonably well in 
advance, all tests and examinations based on ma- 
terial covered in class lectures and discussions, as 
well as other assigned material. A student who is 
absent from class on the day of a previously an- 
nounced examination is not entitled, as a matter 



of right, to make up what was missed. The pro- 
fessor involved is free to decide whether a make- 
up will be allowed. 

7.4 In cases of prolonged absence, due to sickness 
or injury, the student or a family member should 
communicate with the Assistant Dean for Stu- 
dents as soon as the prospect of extended absence 
becomes clear. The academic arrangements for 
the student's return to courses should be made 
with the Office of the Assistant Dean of the 
School of Education as soon as the student's 
health and other circumstances permit. 

7.5 Final examinations must be given in all courses 
at the prescribed time. A student who misses a 
final examination is not entitled, as a matter of 
right, to a make-up examination except for seri- 
ous illness. The illness must be confirmed by the 
Assistant Dean preferably before the time of the 
final examination but certainly within forty-eight 
hours of the examination. 

Professional Field Experiences 

8.1 Placements for professional field experiences 
leading to certification are arranged by the SOE 
Office of Professional Practicum Experiences 
only for students enrolled in programs in the 
School of Education. Human Development stu- 
dents should consult the Human Development 
Manual for information on field experiences for 
this major. 

8.2 Sophomore and junior field experiences are an 
essential part of the curriculum in the School of 
Education. Attendance is required of all students 
assigned to cooperating school systems and agen- 
cies. It is the student's responsibility to inform the 
school or agency and the college supervisor of 
absences from the site. 

8.3 Three semesters of pre-practicum assign- 
ments of one day per week are required before 
student teaching in the early childhood, elemen- 
tary and special needs programs. Before student 
teaching in the secondary program, two semes- 
ters of pre-practicum assignments of at least one 
day per week are required. 

8.4 A full practicum of student teaching is a hill- 
time, five-days-per-w eek, experience in the senior 
year for the entire semester. It must be completed 
by all students seeking certification. A cumulative 
grade point average of 2.5 and successful comple- 
tion of all courses leading to student teaching will 
be necessary prerequisites to student teaching. No 
incomplete grades can be outstanding and a mini- 
mum of 28 courses must have been completed 
before placement is approved. All students will be 
screened for eligibility, and any who fail to meet 
the standards (academic, health, maturity) will be 
excluded from student teaching. Those so ex- 
cluded will take courses on campus during the 
semester to qualify for a degree from Boston 
College, but not for recommendation for teacher 
certification. No student will be allowed to enroll 
in an overload while doing student teaching. 

8.5 All regular and special education pre-practica 
and practica are arranged by the Office of Pro- 
fessional Practicum Experiences in Campion 
I Fall, 1 35. Each field assignment must be applied 
for during the semester preceding the one in 
which it is to be scheduled. Application dead- 
lines for all practica (pre-practica, full practica, 
and internships) are November 15 for spring 
assignment and March 31 for fall assignment. 



The Office of Professional Practicum Expe- 
riences will not be able to arrange assignments 
for late applicants. All field assignments must 
be registered for during the pre-registration 
period. 

8.6 The facilities utilized for field experiences are 
located in Boston and neighboring areas. Students 
are responsible for providing for their own trans- 
portation to and from these facilities. 

International, Out-of-State Program 
for Undergraduate Studies 

9.1 The School of Education's International and 
Out-of-State Program offers undergraduate class- 
room and research opportunities in a variety of 
foreign countries and out-of-state settings. Inter- 
national settings include classrooms in such coun- 
tries as Switzerland, Ireland, Great Britain, 
France, Scotland, Germany and Spain. Out-of- 
State settings provide opportunities to work in 
approved schools in other states or Indian reser- 
vations in Maine and Arizona. For information 
regarding programs and requirements, contact 
the Program Director for International/National 
Programs, School of Education, Boston College, 
Campion 135. 

Leave of Absence 

10.1 A student in good standing who desires to 
interrupt the normal progress of an academic pro- 
gram and to resume studies at Boston College 
within a year may petition for a leave of absence. 
The process begins in the Office of the Univer- 
sity Registrar (Lyons 1 12). A leave of absence will 
not usually be granted to students who expect to 
do hill-time academic work at other institutions 
and will be extended for no more than one year, 
although petition for renewal is possible. 

Academic Integrity 

11.1 Students at Boston College are expected to 
have high standards of integrity. Any student who 
cheats or plagiarizes on examinations or assign- 
ments is subject to dismissal from the College. 
Cases involving academic integrity shall be re- 
ferred to the Dean's Office for adjudication. 

Grade Change 

12.1 In exceptional circumstances, a grade change 
may be warranted. All such grade changes must 
be submitted for approval by the faculty member 
to the Office of the Assistant Dean no later than 
six weeks after the beginning of the semester fol- 
lowing that in which the course was initiated. This 
rule applies also to those grade changes that re- 
sult from the completion of course work in cases 
where an extension was given to a student by a 
professor to finish the work after the end of the 
semester in which the course was initiated. 

ACADEMIC HONORS 

The Dean's List 

13.1 The Dean's List recognizes the achievement 
of students semester by semester. The Dean's List 
classifies students in three groups according to 
semester averages: First Honors (3.700-4.000), 
Second I lonors (3.500-3.699) and Third Honors 
(3.300-3.499). 

The Honors Program 

1 5.2 Scholarship and academic excellence are tra- 
ditions at Boston College. To meet the needs of 
superior students, the School of Education offers 



School of Education • Majc >rs in Education • 123 



an Honors Program. Students are admitted to the 
Honors Program by invitation only, based upon 
prior academic accomplishment. A description of 
the Honors Program can be obtained from the 
Assistant Dean for Students. 

Degree with Honors 

13.3 Latin honors accompanying the degree of 
Bachelor of Arts are awarded in three grades: 
Summa cum Laude, with Highest Honors, is 
awarded to the top 4.5% of the graduating class; 
Magna cum Laude, with High Honors, is awarded 
to the next 9.5% and Cum Laude, with Honors, 
to the next 15%. These percentages are based on 
the student's 8-semester cumulative average. 

Awards and Honors 

13.4 General Excellence Award: An award pre- 
sented by the Boston College School of Educa- 
tion to a senior who qualifies tor a teaching cer- 
tificate and has at the same time manifested out- 
standing achievement in all courses of study dur- 
ing four academic years. 

The Saint Edmund Campion Award: An award 
presented by the Boston College School of Edu- 
cation for excellence in an academic major. 

The Dr. Marie M. Gearan Award: An award 
presented in honor of Professor Gearan, a mem- 
ber of the original faculty and the first Director 
ot Student Teaching, to a member of the senior 
class for outstanding academic achievement, cam- 
pus leadership, and distinguished success as a stu- 
dent teacher. 

The Blessed Richard Gwyn Award: An award 
presented by the Boston College School of Edu- 
cation to a member ot the senior class for out- 
standing promise as a secondary teacher. 

The Rev. Henry P. JVennerberg, S.J. Award: An 
award presented in 1 lonor of Father Wennerberg, 
S.J., the first spiritual counselor in the School of 
Education, to a member of the senior class who 
is outstanding for participation and leadership in 
school and campus activities. 

The John J. Cardinal Wright Award: A good 
teacher is one who is dedicated to the art of mo- 
tivating his or her students to learn. This award, 
in honor of His Eminence, John J. Cardinal 
Wright, is presented to that senior who has shown 
expert use of his or her creativity and imagination 
in the area of motivation, and at the same time 
dedicated himself or herself to high educational 
ideals. 

The John A. Schmitt Award: An award pre- 
sented to a member of the senior class who, like 
Professor Schmitt, has consistently demonstrated 
compassion for his or her fellow human beings, 
integrity in his or her dealings with others, dili- 
gence in his or her profession, and courage in the 
pursuit of what he or she believes to be right. 

The Mr. and Mrs. I 'incentP. Roberts Award: An 
award presented to a member of the senior class 
who is distinguished for loyalty to the ideals and 
purposes of the School of Education. 

The